Abstract
The study examined the effectiveness of using a group-administered self-instructional training programme (Peter Parrot) to increase reflectivity in school-age children. Forty-four children were divided into a treatment and attention-control group (mean age 7.58 and 7.75 years respectively). Each group was administered four dependent measures (pre and post) and received six training sessions over two weeks. The treatment group was given the Peter Parrot training programme while the attention-control group received their usual classroom instruction. Findings indicated that the treatment programme was effective in increasing reflectivity in children. The study also supported the use of a group training procedure to reduce impulsivity, thus increasing reflectivity. Generalization to classroom behaviour and performance is discussed. Further research utilizing group training procedures is recommended.
Get full access to this article
View all access options for this article.