ENHANCING THE GENERALIZATION AND MAINTENANCE OF COGNITIVE BEHAVIOR MODIFICATION WITH CHILDREN
The present study investigated the enhancement of generalization and maintenance of problem-solving skills in children from low socioeconomic status backgrounds. One hundred thirteen fourth-grade children attending regular classrooms in two parochial schools were the participants. A cognitive behavior modification (CBM) condition and an enhanced CBM condition were the two experimental conditions. In addition, there was an assessment control condition. Four specific components were programmed into the enhanced CBM condition to attempt to produce generalization and maintenance of treatment effects. These were (a) visual cues, (b) peer tutoring, (c) two trainers, and (d) consultation to teachers. Dependent variables were cognitive impulsivity (Matching Familiar Figures Test 20), academic achievement (Wide Range Achievement Reading and Arithmetic Subtests), self-control (Self-Control Rating Scale), social problem-solving (Open Middle Interview), and locus of control (Nowicki-Strickland Locus of Control Scale for Children). It was expected that the group receiving the enhanced CBM training would achieve more transferable and persistent results than either the regular CBM or assessment control group.^ Twelve 45-minute twice-weekly CBM training sessions were conducted for subjects in the experimental conditions. The program was given to the subjects in their own classrooms by clinical psychology graduate students. Subjects were pre- and posttested on the dependent measures by undergraduate psychology majors. A one-month follow-up battery was administered.^ The hypotheses received only modest and partial support. Scores on the measures of cognitive impulsivity, academic achievement, and locus of control did not conform to the predicted pattern of results. Social problem-solving scores improved in the CBM conditions in one school but not in the other. Self-control, as reported by teachers, improved in the enhancement condition classrooms after CBM training.^ The present study suggests the importance of several environmental variables with respect to the effectiveness of implementation of CBM training. These include teachers' and parents' support of the program, class size, and sensitivity to cultural differences. Directions for future research include greater variety in the types of children and schools studied, and exploration of the value of utilizing culturally appropriate materials and measures. ^
ROTH, JAN LESLIE, "ENHANCING THE GENERALIZATION AND MAINTENANCE OF COGNITIVE BEHAVIOR MODIFICATION WITH CHILDREN" (1986). ETD Collection for Fordham University. AAI8615712.