TEACHING SERIOUSLY EMOTIONALLY DISTURBED CHILDREN IMPULSE CONTROL USING CLASSROOM APPLICATION OF COGNITIVE BEHAVIOR MODIFICATION

This study was undertaken to determine the efficacy of combining psychoeducational materials and cognitive behavior modification techniques implemented by teachers to reduce the impulsive behaviors of emotionally disturbed children. Three groups of three students received twenty training sessions instructed by Special Education teachers in a multiple baseline design across groups. Direct observation by trained observers was employed in structured and unstructured environments to obtain measures of aggression, tantrums, behavior switches and on-task behavior. Interobserver reliability was 90 percent or higher on all measures. The intervention significantly reduced tantrums, behavior switches, and aggression. The validity of the aggression measure was questioned. The intervention significantly increased on-task behavior. The combination of psychoeducational materials and cognitive behavior modification techniques had a substantial effect on reducing impulsive behavior and increasing on-task behavior. Recommendations for lengthier interventions and implications for use with other intervention modes are discussed. It was also recommended that normative data be collected.