THERAPEUTIC COMPONENT CONSIDERATIONS IN THE USE OF COGNITIVE SELF-INSTRUCTIONAL TRAINING PROGRAMS WITH IMPULSIVE CHILDREN

ARTHUR DAVID ANASTOPOULOS, Purdue University

Abstract

The theoretical formulations of Vygotsky and Luria provided a foundation for the development of remedial programs that emphasize training in the use of verbal self-instructions as a way of establishing greater self-control over various aspects of behavior. The multifacted cognitive self-instructional training (CSIT) program that was developed by Meichenbaum and his associates has served as a model for many of these remedial efforts. Many successful applications of CSIT-type programs have been reported across a diverse range of populations, including hyperactive, impulsive, and agressive children. Although many have cited the importance of training in the use of verbal self-instructions in bringing about such success, the empirical justification for these claims has not been established adequately because of methodological limitations in the studies that have attempted therapeutic component analyses. In particular, the possible influence of the overt guidance component has been overlooked. A major purpose of the present study was to conduct a more valid assessment of the therapeutic roles played by the major components of the CSIT program. Forty cognitively impulsive third grade children were identified on the basis of a modified Matching Familiar Figures Test screening procedure. These children were assigned to one of four training groups that received varying combinations of the major therapeutic components over the course of five 30 minute training sessions in a three week period. Statistical analyses of the results failed to identify significant differences among any of the comparison groups, including an attention control group, at posttreatment and at a two week follow-up. However, a consistent pattern of nonsignificant trends emerged from the data that suggested a treatment effect may have been at work. In particular, the observed trends highlighted the importance of training in the use of verbal self-instructions and, to a lesser extent, the therapeutic role played by the overt guidance component. Implications for future CSIT-type research were discussed.

Degree

Ph.D.

Subject Area

Psychotherapy

COinS