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Direct linkSharif Shariati; Shahram Nazari; Rasool Norouzi Seyed Hossini; David Manzano-Sánchez; Ebrahim Norouzi – Canadian Journal of School Psychology, 2024
The present study aimed to investigate the impact of a hybrid pedagogical model consisting of Teaching Games for Understanding (TGFU) and Teaching for Personal and Social Responsibility (TPSR) on the impulsivity, antisocial behaviors, and cognitive function of adolescent students. The study involved 60 male adolescent school students with an…
Descriptors: Foreign Countries, Student Behavior, Males, Early Adolescents
Walters, Glenn D.; Espelage, Dorothy L. – School Psychology Quarterly, 2018
Psychological inertia, the process by which social-cognitive variables help maintain behavioral patterns over time, has been found to explain crime continuity. The present study sought to determine whether psychological inertia can also be used to explain continuity in bullying behavior. A group of 1,161 youth (567 male) from the Illinois Study of…
Descriptors: Psychological Patterns, Bullying, Social Influences, Cognitive Processes
La Spata, Michelle G.; Carter, Christopher W.; Johnson, Wendi L.; McGill, Ryan J. – Contemporary School Psychology, 2016
The present study examined the utility of video self-modeling (VSM) for reducing externalizing behaviors (e.g., aggression, conduct problems, hyperactivity, and impulsivity) observed within the classroom environment. After identification of relevant target behaviors, VSM interventions were developed for first and second grade students (N = 4),…
Descriptors: Video Technology, Modeling (Psychology), Statistical Significance, Classroom Techniques
Koritzky, Gilly; Yechiam, Eldad – Behavior Modification, 2011
The authors examined the effectiveness of a novel behavior modification method for dysfunctional and impulsive habits, based on nonremovable reminders (NrRs). NrRs were implemented by having participants wear nonremovable wristbands designated to constantly remind them of their resolution to quit the targeted habit (nail-biting). Participants were…
Descriptors: Behavior Modification, Therapy, Outcomes of Treatment, Conceptual Tempo
Eifert, Georg H.; Forsyth, John P. – Cognitive and Behavioral Practice, 2011
The goal of this paper is to familiarize clinicians with the use of Acceptance and Commitment Therapy (ACT) for problem anger by describing the application of ACT to a case of a 45-year-old man struggling with anger. ACT is an approach and set of intervention technologies that support acceptance and mindfulness processes linked with commitment and…
Descriptors: Behavior Problems, Intervention, Behavior Modification, Behavior Change
Advokat, Claire – Journal of Attention Disorders, 2009
Stimulant drugs (methylphenidate and amphetamine) have been used successfully for decades to improve the behavioral impairments of hyperactivity, impulsivity, and inattention in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). A voluminous literature supports the benefits of stimulants for improving classroom manageability…
Descriptors: Conceptual Tempo, Stimulants, Underachievement, Attention Deficit Hyperactivity Disorder
Barkley, Russell A., Ed. – Guilford Press, 2014
Widely regarded as the standard clinical reference, this volume provides the best current knowledge about attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. The field's leading authorities address all aspects of assessment, diagnosis, and treatment, including psychological therapies and pharmacotherapy. Core…
Descriptors: Attention Deficit Hyperactivity Disorder, Children, Adolescents, Adults
Peer reviewedTreiber, Frank A.; Lahey, Benjamin B. – Journal of Learning Disabilities, 1983
Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)
Descriptors: Attention Span, Behavior Modification, Behavior Problems, Conceptual Tempo
Peer reviewedKendall, Philip C.; Wilcox, Lance E. – Journal of Consulting and Clinical Psychology, 1980
Findings support the effectiveness of an integration of cognitive and behavioral procedures for developing self-control in children and suggest the relative superiority of the conceptual approach to cognitive-behavioral treatment. (Author)
Descriptors: Behavior Modification, Behavior Problems, Children, Cognitive Development
