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ERIC Number: EJ921356
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0033-3085
"Nothing Works!" A Case Study Using Cognitive-Behavioral Interventions to Engage Parents, Educators, and Children in the Management of Attention-Deficit/Hyperactivity Disorder
Levine, Eva S.; Anshel, Daphne J.
Psychology in the Schools, v48 n3 p297-306 Mar 2011
Attention-deficit/hyperactivity disorder (ADHD) remains one of the most prevalent mental health diagnoses identified in school-age children. Affected children show an increased risk for school failure, social difficulties, and the development of psychiatric comorbidities. Despite the availability of evidence-based behavioral protocols for managing ADHD-related impairments, school psychologists often encounter difficulties involving teaching staff and parents in the sustained implementation of these interventions. Cognitive-behavioral therapy (CBT) can address treatment obstacles through emphasizing psychoeducation, the development of a collaborative treatment context, and the identification of thoughts and assumptions that maintain maladaptive behavior patterns. This article presents a case study of Alex, an 8-year-old child with ADHD. The school psychologist treating Alex supplemented standard contingency management training with parent-, teacher-, and child-focused CBT strategies. This case study outlines a central role for CBT in school-based ADHD management. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A