The relative effectiveness of two cognitive intervention approaches with attention deficit disordered children.

Abstract

This study was designed to evaluate the differential treatment efficacy of traditional cognitive behavior modification(CBM),cognitive skill training(CST),and a tutorial control condition in modifying the cognitive style,academic achievement,and behavioral control of elementary-age attention deficit disordered(ADD)children.A review of the cognitive training literature suggested that,while traditional CBM programs are often effective in increasing performance on cognitive processing measures in the laboratory,little effect is noted in the natural environment.The CST condition attempted to promote increased transfer of skills by training an intermediate-level,academically relevant set of content/process skills emphasizing metacognitive awareness and control.Subjects included 33 children enrolled in grades one through six in area schools.Subjects were rigorously screened to meet the criterion of ADD.All subjects were tested on the ll variables under consideration immediately prior to treatment,immediately subsequent to intervention,and six months following treatment.Treatment for all three groups(CBM,N-13;CST,N-13;Control,N-7)was conducted over a seven-week period with a total training time for each group of approximately 42 hours.The statistical procedure used to analyze the data was a 3(groups)X3(repeated measures)analysis of variance.Separate ANOVAS were carried out on the eleven variables under consideration.The variables included cognitive processing variables of impulse control error(MFFT),impulse control latency(MFFT),and field articulation(CEFT).Academic achievement variables consisted of the five subtests and the total score of the PIAT.Behavioral control variables included self-control(SCRS)and hyperactivity(parent CRS).The statistical analysis revealed that there were essentially no significant interactions favoring the cognitive training methods.The only finding which was significant involved the reading comprehension variable,where there was a significant decrement in scores by the control group at posttesting.Based on the results of this study,it was concluded that neither the CBM nor the CST approach to cognitive training offers clear-cut advantages over more traditional methods at the present time.However,clinical evidence of the incremental value of the cognitive methods over the tutorial procedure led to recommendations for increasing the statistical power and utilizing more sensitive dependent measures in evaluating cognitive training efforts.