Date of Award

1978

Document Type

Thesis

Degree Name

Master of Arts

Department

Psychology

Abstract

Twenty subjects were selected from a clinic population of emotionally disturbed children. The subjects were matched on the basis of classroom impulsivity (Impulsive Classroom Behavior Scale Scores) and age and assigned to either a treatment or control group. Both groups were further assessed by the Matching Familiar Figures Test and frequency counts of impulsive aggressive behaviors in several settings. The treatment group received six sessions of verbal self-instructions via modeling with a response cost contingent upon errors during training and three sessions of training in social problem solving. The control group received no specific treatment. Positive effects from treatment were revealed in significantly increased Matching Familiar Figure Test latency scores and improved teacher ratings of classroom behaviors . There was no reduction in the Matching Familiar Figure Test error scores nor were there significant changes in the behavior frequency count data. Treatment effects were not evident at follow-up. Methodological deficiencies arose which prohibit accurate interpretation of portions of the data.

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