Sixty-five severely hearing impaired elementary school age children were randomly assigned to four treatment conditions to compare the effectiveness of attention training and self instruction in controlling Ss' impulsivity. Ss were assigned to either (1) attention training via self instruction, (2) attention training, (3) self instruction, or (4) materials control. Self instruction and attention training were modeled and taught in a total communication mode. Results showed no significant effects for total subject analyses, but analyses with only the impulsive Ss revealed the attention training component to be more effective than self instruction in reducing impulsivity on the Matching Familiar Figures posttest 5 days after training. Impulsive Ss generalized a slower response time to a similar format test, but not to a task of a different format. (Author/CL)