The effects of cognitive self-instructional training on performance of independent work skills in three impulsive, disruptive preschool children was investigated using a multiple-baseline design across subjects. Behavioral observations of the children in the classroom indicated that, after the introduction of self-instructional training, there was an increase in on-task behavior and work completion for the subjects and an increase in accuracy of work for all three children. A second self-instructional training input had little effect on the children\u27s classroom behavior; however, subsequent introduction of a mild incentive procedure directly into the classroom resulted in further improvement in two subjects rates of on-task behavior, as well as increases in accuracy and work completion for all three children. The subjects also increased their mean response latency and accuracy on the Matching Familiar Figures Test in comparison to other children in the preschool classroom
