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“Nothing works!” A case study using cognitive‐behavioral interventions to engage parents, educators, and children in the management of attention‐deficit/hyperactivity disorder
Author(s) -
Levine Eva S.,
Anshel Daphne J.
Publication year - 2011
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20554
Subject(s) - psychoeducation , psychology , contingency management , psychological intervention , attention deficit hyperactivity disorder , context (archaeology) , behavior management , cognition , clinical psychology , mental health , cognitive behavioral therapy , school psychology , psychiatry , developmental psychology , psychotherapist , intervention (counseling) , paleontology , biology
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. © 2011 Wiley Periodicals, Inc.