Treating Inattentive, Impulsive, Hyperactive Children with Self-Modeling and Stress Inoculation Training

Abstract

The subjects were six first- and second-grade boys diagnosed with Attention-Deficit Hyperactivity Disorder. There were three treatment packages: self-modeling of distraction and then recovery of on-task behavior (SM of R), self-modeling of sustained on-task behavior despite distractions (SM), and stress inoculation training (SI). The target behaviors were peer relations and on-task behavior. The investigators administered one phase of each treatment to each child so that the order of the three treatments balanced across the set of single-subject investigations. Collapsing results across all subjects, treatments, and measures, the mean effect size (ES) was 0.93. For SM of R ES = 0.53, for SM ES = 1.19, and for SI ES = 1.07.