Cognitive Behavior Modification and Informed Teacher Treatments for Shy Children

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Abstract
A self-instructional, cognitive behavior modification approach was developed for use with shy children. This treatment was compared to that of “informed teachers,” who were given the names of their students whose self-reports indicated severe shyness, along with techniques for reducing shyness in the classroom. A control group was also included. Participants were 109 fourth-, fifth-, and sixth-grade students in the Lincoln, Nebraska public schools. Analysis of covariance and Scheffé tests indicated that cognitive behavior modification significantly reduced fear of social and public speaking situations, while informed teachers and the control group did not. Grade level and interaction effects were not significant. Cognitive behavior modification can be easily implemented by educators, and can help alleviate shyness at a young age.