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dc.contributor.authorConner, E.June
dc.date.accessioned2012-05-16T16:42:48Z
dc.date.accessioned2015-10-01T18:54:10Z
dc.date.available2012-05-16T16:42:48Z
dc.date.available2015-10-01T18:54:10Z
dc.date.issued2012-05-16T16:42:48Z
dc.identifier.urihttp://hdl.handle.net/10484/3941
dc.description.abstractThis 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.
dc.description.statementofresponsibilityE.June Conner
dc.language.isoen_US
dc.subject.lcshCognitive therapy.
dc.subject.lcshImpulsive personality.
dc.subject.lcshSelf-control in children.
dc.subject.lcshAcademic achievement.
dc.subject.lcshBehavior modification.
dc.subject.lcshAttention-deficit hyperactivity disorder.
dc.titleThe relative effectiveness of two cognitive intervention approaches with attention deficit disordered children.
dc.typeDissertation
dc.date.graduationmonthDecember
dc.date.published1985
dc.description.committeechairKirby,Edward
dc.description.committeemembersSullins, Walter(Butler University)
dc.description.committeemembersWalker,Kenneth
dc.description.committeemembersZucker,Karl.B
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment Not Listed
dc.description.imprintCunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetdILL-ETD-055
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 119 p.: ill. Includes abstract and appendi
dc.rights.accessrightsIf you are the author of this work and would like to have online access removed, please use the feedback form http://scholars.indstate.edu/feedback to contact us
refterms.dateFOA2021-06-02T11:17:30Z


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