A self-control classroom for hyperactive children.

In this study we investigated the effectiveness of a package of self-control procedures in a classroom with six hyperactive boys ages 7 to 10. A within-subjects reversal design was used. Measures of on-task behavior and class misbehavior, as well as measures of activity level, were recorded. Results indicated that the self-control package was effective in improving misbehavior and attention to tasks during the individual seat work but not during group instruction. Activity level was not affected by the treatment. Changes in the schedule of self-monitoring for the boys in the class produced an increase in variability and some deterioration in their behavior. Those boys of lower mental age seemed most affected by the schedule shift.

Effects of methylphenidate alone and in combination with behavior modification procedures on the behavior and academic performance of hyperactive children.

Twenty hyperactive 6- to 9-year-old children of normal intelligence were studied in a half-day laboratory classroom in a 2-week period baseline-treatment-reversal design for behavior modification. Under double-blind conditions half the children were placed on .3 mg/kg of Ritalin and half on placebo for the entire program. The classroom program consisted of a group period with immediate reinforcement possible, and an individual time period without immediate reinforcement possible. Behavior modification caused a significant decrease in nonattending, out-of-seat, inappropriate vocalizing and inappropriate peer interaction behavior in the group period. Fidgeting, a nontargeted behavior, was not significantly decreased during this period but did significantly decrease as a result of medication. No other drug effects occurred during this period. During the individual period, the results were essentially reversed. There were no significant behavior modification effects observed. Significant reductions resulted from medication in all behaviors except out-of-seat and fidgeting. Behavior modification alone significantly affected the two academic measures. No signigicant effects were seen on the Conners Abbreviated Teacher Rating Scale. No significant interactions were noted between medication and behavior modification.