Skills training for inattentive, overactive, aggressive boys: Differentialeffects of content and delivery method

This study was conducted to verify the differential effects of content and method of delivery of training on trainers' management strategies and on th e behaviors during training of boys who are inattentive, overactive, and ag gressive (IOA). In the study, thirty 6-year-old boys identified as having I OA behaviors participated in 24 weekly social skills and self-regulation tr aining sessions. They were divided into four subgroups marched on IQ, Presc hool Behavior Questionnaire stores, and parent education level. Two trainer s implemented the training with the four subgroups. Trainers' management st rategies and the boys' behaviors during training were coded by independent observers. Results indicated that both trainers used more teaching manageme nt interventions (e.g., providing information and asking questions) and mor e behavior management interventions (e.g., calling the child to attention, recall of rules, formal interdictions) during the social skills training th an during the self regulation skills training. Boys had more difficulty sus taining their attention in social skills training than in self-regulation s kills training. implications for careful planning of content and delivery m ethods with regard to the particular behavioral and developmental needs of children exhibiting IOA behaviors are discussed.