Skills Training for Inattentive, Overactive, Aggressive Boys: Differential Effects of Content and Delivery Method

Abstract

This study was conducted to verify the differential effects of content and method of delivery of training on trainers' management strategies and on the behaviors during training of boys who are inattentive, overactive, and aggressive (IOA). In the study, thirty 6-year-old boys identified as having IOA behaviors participated in 24 weekly social skills and self-regulation training sessions. They were divided into four subgroups matched on IQ, Preschool Behavior Questionnaire scores, and parent education level. Two trainers implemented the training with the four subgroups. Trainers' management strategies and the boys' behaviors during training were coded by independent observers. Results indicated that both trainers used more teaching management interventions (e.g., providing information and asking questions) and more behavior management interventions (e.g., calling the child to attention, recall of rules, formal interdictions) during the social skills training than during the self-regulation skills training. Boys had more difficulty sustaining their attention in social skills training than in self-regulation skills training. Implications for careful planning of content and delivery methods with regard to the particular behavioral and developmental needs of children exhibiting IOA behaviors are discussed.