Modifying impulsive responding in conduct-disordered institutionalized boys

Relationship among Measures of Impulsivity for Preschoolers

Although impulsivity has come to play a major role in defining childhood behavior problems, there is little agreement as to the definition, validity, and measurement of the construct. The purpose of this study was to investigate the inter-relationships among five measures of impulsivity appropriate for use with preschool children. Participants in the study were 39 children ranging in age from 46 to 62 months. Measures included the Kansas Reflection-Impulsivity Scale for Preschoolers, the Mazes Subtest of the Wechsler Preschool and Primary Scale of Intelligence, the Goodman Lock Box, the Preschool Rating Scale, and the Temperament Assessment Battery for Children. The two teacher rating scales were highly correlated, but few significant relationships were obtained among the performance measures or between teacher ratings and performance measures.

Cognitive Processes Underlying the Behavior Change in Cognitive Behavior Therapy with Childhood Disorders: A Review of Experimental Evidence

While Cognitive Behavior Therapy (CBT) has been widely used for treatment of childhood disorders, the process underlying the success of CBT in this area is still unclear. This paper attempts to examine empirically the above issue, using the literature from 1974 to 1989 to see whether there is support for the underlying changes in cognitive processes that are assumed to mediate the therapy. The results show that while CBT is relatively effective in treating some childhood disorders, there is little empirical evidence to support the underlying cognitive models of childhood disorders.