Children and adolescents with poor impulse control frequently talk out of turn, fail to listen to directions, blurt out answers before being called upon, and have difficulty waiting their turn. Posavac, Sheridan and Posavac(1999) described an effective behavior intervention for students that demonstrate disruptive classroom behaviors. These students received social skills instruction as part of a small group counseling intervention that focused one enhancing listening and anger management skills. In addition, students were assigned a target goal behavior to focus on for the duration of the intervention. The goals were stated in positive terms such as “keep hands to myself.” A critical component of the intervention involved a cueing procedure that required students to evaluate themselves as well as their fellow group members at five minute timed intervals during social skills instruction periods as to whether they had met their goal. The cueing procedure culminated with the group leader making the final determination regarding goal attainment. Students were recognized and positively reinforced for performing the identified behavior. The cueing procedure provided in conjunction with small group social skills instruction for children that displayed disruptive classroom behaviors resulted in a decrease in impulsive behaviors.
(http://www.lyceumbooks.com/pdf/Sclsocwk7_Chapter_35.pdf)
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