The study examined the effectiveness of two psychoeducational treatment approaches and drug therapy on the impulsivity of 120 hyperactive emotionally disturbed children in two age groups (mean ages 13 and 8 years old). The psychoeducational approaches tested were modeling of reflective behavior and a specific instructional procedure to increase reflective behavior. Drug therapy's effects were considered alone and in combination with the instructional approaches. Pre- and post-test measures of error and time were compared for Ss on the Matching Familiar Figures Test, the coding subtest of the Wechlser Intelligence Scale for Children-Revised, and a school-related copying task. Results revealed a developmental trend toward reflection in hyperactive children. In contrast to previous research, it was found that Ss treated without drug therapy performed significantly better than Ss treated with stimulant drup therapy. The use of psychoeducational approaches was effective in altering Ss' impulsive responding. (CL)