Effectiveness of Stop & Think
Although the manual mentions the effectiveness of the program no systematic data is available on the effectiveness of Stop & Think. It should be noted that many educators have used the program and the author is often referenced for his work in cognitive-behavioral therapy.
While we were unable to find any direct study of Stop & Think, we did find some research to support the use of instructional training with behavioral contingencies with impulsive children.
Kendall and Wilcox (1980) examined the contribution of different
types of self-instructional training with behavioral contingencies to the attainment
of generalized change.
Result: A generalization of treatment effects to the classroom was found.
Kendall and Zupan (1981) examined the effectiveness of individual
and group application of the self-instructions with response-cost contingencies.
Result: Evidence for generalization to the classroom.
Kendall and Braswell (1982) conducted a components analysis
of the Kendall treatment package.
Result: When self-instructional training with disruptive/impulsive children is conducted with social as well as cognitive problem-solving tasks and when the training is accompanied by behavioral ontingencies, it is possible to achieve some change on both cognitive and social/behavioral measures.
Kendall, P. C., & Wilcox, L. E. (1980). A cognitive-behavioral treatment for impulsivity:
Concrete versus conceptual training in non-self-controlled problem children. Journal of
Consulting and Clinical Psychology, 48, 80-91.
Kendall, P. C., & Zupan, B. A. (1981). Individual versus group application
behavioral strategies for developing self-control in children. Behavior Therapy, 12,
Kendall, P. C., & Braswell, L. (1982). Cognitive-behavioral self-control
therapy for children: A
components analysis. Journal of Consulting and Clinical Psychology, 50, 672-689.
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