Effects of adult modeling and adult direction on impulsive behavior of learning -disabled adolescents
This study compared the Feuerstein adult direction and the Meichenbaum adult modeling approaches using two Feuerstein Instrumental Enrichment tasks with adolescent students classified as emotionally-handicapped/learning-disabled in a residential treatment center to determine the effect on impulsivity, higher-level thinking and task transfer.^ Twenty-nine students who demonstrated impulsive behavior as measured by Kagan's Matching Familiar Figures Test (MFFT) were randomly assigned to the Feuerstein or Meichenbaum Programs. Higher-level thinking skills were assessed by Raven's Standard Progressive Matrices (RSPM).^ The investigator implemented 20 lesson plans which detailed the two treatments according to the elements of the Feuerstein and Meichenbaum Approaches respectively. The researcher presented bi-weekly 50-minute lessons in small groups for a 10-week period for both programs. Experienced educators knowledgeable in each approach reviewed and approved the lesson plans; they also verified the absence of investigator bias by evaluating the first six audio-taped lessons of each program.^ The data obtained from the pre and post measures were analyzed using: (a) t-test analyses to compare the Feuerstein and Meichenbaum Groups on variables measured before the intervention, and (b) a repeated measures design to account for differences between groups. A correlation was also conducted to describe the observed strength of the association between the transfer task and the Raven's pre and posttests measures.^ Although no significant differences resulted in the pre-post gain scores between the two programs on impulsivity as measured by Kagan's MFFT, on higher-level thinking skills as measured by Raven's SPM, and on the mean scores of the transfer tasks, the subjects made significant gains in reflective behavior, higher-level thinking skills, and task transfer, regardless of their assigned group. The study concluded that impulsivity, higher-level thinking skills and task transfer capability, are modifiable through adult direction or modeling programs which train students to develop reflective behavior.^ It is recommended that intervention programs for the training of reflective behavior and the development of cognitive skills should be designed in a way that will allow for a more precise exploration of the independent contribution of each variable (impulsivity and cognitive training) to gains in cognitive performance. ^
Niles, Rose, "Effects of adult modeling and adult direction on impulsive behavior of learning -disabled adolescents" (1989). ETD Collection for Fordham University. AAI9007187.