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ERIC Number: ED244503
Record Type: RIE
Publication Date: 1980-Oct
Pages: 244
Abstractor: N/A
Reference Count: 0
Behavioral Alternatives to Stimulant Medication in Treating Childhood Hyperactivity: Effects on School and Home Behavior. Final Report.
Duckham-Shoor, Laurie A.
Treatment approaches (a behavioral program including both contingency management instruction for parents and self-control training for children, or either drug therapy or contingency management, alone) were compared for effectiveness in dealing with eight hyperactive children (7-10 years old). A self-control curriculum composed of self-direction, motor inhibition, attending (paying attention), and social problem solving was instituted, along with a 20 hour behavior management program for parents. An intensive time-series design was used to assess the effects of the two interventions relative to drug therapy. All Ss who received treatment were simultaneously withdrawn from medication; another two served as delayed treatment control Ss--no attempt was made to alter their usual dosages of medication. Analysis of classroom observation and home behavior reports revealed that treated Ss displayed several patterns of change in classroom behavior. Two Ss were successful in withdrawing from medication, one S was withdrawn from 75% of original dosage without significant behavior change, another from 66% without change, and two from 50%. Ss displayed different responses to treatment on home behavior reports compared to school measures. Ss for whom behavioral treatment was most successful in controlling hyperactive behavior at school were not necessarily the same Ss showing the greatest improvement at home. Contrary to expectation, there was no evidence that self-control instruction for children added to the effects of child management classes for parents. Results suggested that behavior therapy is an effective alternative to drug treatment for a significant proportion of hyperactive children. (CL)
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Stanford Univ., CA. Center for Educational Research at Stanford.
Identifiers: N/A