What is Meichenbaum’s Self-Instructional Training?

We explain what this type of therapy focused on improving adhd consists of.

Nowadays, more and more children and adolescents are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), as well as other disorders that involve difficulties in maintaining the level of attention.

One of the most commonly used treatments in these cases is Meichenbaum's Self-Instructional Training, also known as cognitive training.also known as cognitive training, which is aimed at improving the ability to organize, plan and pay attention.

In this article we will see what this training consists of, its phases, objectives and possible applications.

Meichenbaum's self-instructional training: characteristics

Meichenbaum's Self-Instruction Training was actually developed by two authors: Donald Meichenbaum and Goodman in 1971. It is a technique that is applied especially in Attention Deficit Hyperactivity Disorder (ADHD), but also in other disorders or simply in the presence of certain difficulties.

It is usually applied to children and adolescents, although adults could also develop the training. The objective of this training is to modify the internal dialogue of the person to facilitate the coping of a certain task, situation or problem.situation or problem.

Attention as a cognitive skill

Attention is an essential cognitive skill for learning, since it is what makes it possible for us to access knowledge, paying attention to what is being explained to us.

Once we pay attention, it is easier for us to receive and understand the information; afterwards, other procedures begin to operate, such as working memory, which allows us to manipulate the information we receive.

To sum up, attention is very important for the development of other skills, especially in the early learning stage (and in schooling). (and in schooling). That is why it is essential to enhance it, and for this purpose Meichenbaum's Self-Instructional Training can be a tool to help us.

Self-Instructions

As its name suggests, this training includes a fundamental part or element: self-instructions. But what exactly are they?

Also called self-verbalizations, self-instructions constitute a system that allows us to "talk to ourselves", and which in turn facilitates a more effective way of communicating with ourselves.and which in turn provides a series of guidelines that guide us and help us to solve tasks autonomously.

That is to say, this system allows internalizing a series of steps of a task or behavior, so that at the end it is no longer necessary to say aloud the instructions of the task to develop; all this favors the internalization of mental processes.

What is the purpose of this technique?

Specifically, Meichenbaum's Self-Instruction Training is a technique focused on enhancing and improving attention, reducing impulsivity and hyperactivity, controlling anger and improving organizational skills.

In addition, it also allows to treat interpersonal difficulties in some cases.

Phases

Meichenbaum's self-instruction training is divided into 5 stages or phases that are developed progressively, and where the application of the patient (child or adolescent) increases, while the participation of the therapist or adult decreases until it disappears:

1. Modeling

In the first stage of Meichenbaum's Self-Instruction Training, the therapist or adult acts as a model by speaking aloud and performing the behavior being worked on (i.e., performing the task in front of the child and at the same time talking to him/herself).

He/she is saying the steps out loud, as well as the possible doubts that may arise, the possibilities and the strategies used. It would be like "thinking out loud", and it would imply that he is detailing step by step what he is doing to solve the task. what he/she is doing to solve the task or problem.

This behavior or task can be of any type, and may (or may not) include a series of steps: for example, preparing the school bag.

2. External guidance aloud

In the second phase, the therapist or adult talks (giving the self-instructions for the action out loud) while the child acts (i.e., performs the behavior; i.e., executes the (i.e., executes the behavior; continuing with the example, it would be to prepare the backpack).

3. Self-instructions out loud

Here the therapist takes a back seat, and the process falls on the child or adolescent, who speaks aloud (self-instructions) while acting (develops behavior). (developing the behavior). That is to say, it is the child who develops the task.

The phrases that the child will say will be the same as those previously said by the therapist. Generally, in Meichenbaum's Self-Instructions Training, and especially in this phase, it will be necessary to help the child, because it is difficult for him/her to remember everything exactly and in order.

4. Self-instructions in a low voice

In the fourth phase, the child or adolescent speaks in whispers while acting.

5. Covert self-instructions

In the last phase of Meichenbaum Self-Instruction Training, the child or adolescent thinks the instructions (performs them mentally, internally) at the same time as he or she performs the behavior..

At the end of this phase, the child will be able to generate guiding thoughts.

Conclusions

In the end, the fundamental objectives of Meichenbaum's self-instruction training include the fact that the child or adolescent performs the tasks conscientiously, that he or she organizes mentally what to do at each moment (or in specific tasks) and that he or she internalizes the relevant mental processes, progressively and step by step.

All this will favor the child's concentration, organization and planning and will help to reduce the hyperactivity typical of disorders such as ADHD, for example.

Bibliographical references:

• Caballo, V., Simón, M.A. (2002). Manual de Psicología Clínica Infantil y del adolescente. Specific disorders. Pirámide: Madrid.

• Gobierno de Aragón. (2018). Entrenamiento en Autoinstrucciones. Dpto de Educación, Universidad, Cultura y Deporte.

• Pérez, M.; Fernández, J.R.; Fernández, C. and Amigo, I. (2010). Guía de tratamientos psicológicos eficaces II: Psicología de la Salud. Madrid: Pirámide.