Cognitive self-mediation training with hyperkinetic children

Additive effects of dexedrine and self-control training. A multiple assessment

The present study reports the use of a single-case experimental design in examining the additive effects of psychostimulant medication (Dexedrine) and self-control training with a 9-year-old psychiatric inpatient diagnosed as hyperactive. Over a 10-week period, Dexedrine was systematically applied and withdrawn during the absence and presence of self-control procedures. Dependent measures included direct behavioral observation, teacher ratings of hyperactivity, laboratory tests of cognitive performance, and academic achievement measures. Results demonstrated that a combination of Dexedrine and self-control training was more effective than either Dexedrine alone or self-control training plus placebo in (1) increasing on-task behavior in the classroom (as measured by direct classroom observations) and (2) decreasing the teacher's reports of hyperactivity and distractability. Results also demonstrated that Dexedrine, but not self-control training, was effective in increasing attention and decreasing impulsive responding as measured by the Continuous Performance Test. However, only direct reinforcement for correct responses was found to improve (1) performance on measures of spelling and math performance and (2) performance on the Matching Familiar Figures Test. Implications for treatment of children with attention deficit disorders are discussed.

Cognitive styles and learning disabilities

Research is reviewed relating the cognitive style dimensions of field dependence and reflection-impulsivity to underachievement, process deficits (minimal brain dysfunction), and hyperactivity. In general, field independence and a reflective cognitive style are associated with better performance. The importance of modifying the learner's cognitive style and matching the learning environment to the learner's cognitive style also are examined.