Cognitive-behavior modification (CBM) procedures were taught to special education teachers and elementary school guidance counselors who then administered treatment to 15 hyperactive/attention deficit disorder children. Comparisons were made between experimental and control Ss on a number of psychometric and experimental measures including the Matching Familiar Figures Test, subtests from the Wechsler Intelligence Scale for Children, and the Self Control Rating Scale. The direction of improvement in test scores was in favor of the CBM group in all but 2 of the 17 measures used. Differences between the two groups approached statistical significance on five measures. It was concluded that the program did have an effect in the areas which were focused upon, primarily attention and impulsivity. (Author/SW)