Abstract
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 co-morbidities. Despite the availability of evidence-based behavioral protocols for managing ADHD-related impairments, psychologists often encounter difficulties involving parents in the sustained implementation of these interventions. Cognitive-behavioral treatment aims to teach children with Attention Deficit Hyperactivity Disorder (ADHD) strategies to help them increase their self-control and problem-solving abilities, through modeling, role playing and self-instruction. Cognitive-behavioral treatment has shown mixed effectiveness regarding ADHD behaviors Cognitive-behavioral therapy (CBT) can address treatment obstacles through emphasizing psycho-education, the development of a collaborative treatment context. This article presents a case study of Jay, a 9-year-old child with ADHD. He was supplemented with child-focused CBT strategies by the psychologist and parental behavioral management training by the parent. This case study outlines a central role of CBT intervention in collaboration with the Parent in managing ADHD children.
Highlights
Attention-deficit/hyperactivity disorder (ADHD) remains one of the most prevalent mental health diagnoses identified in school-age children
A number of issues including methodological quality and generalizability are raised, but overall it is recommended that cognitive-behavioral treatment continue to be considered appropriate for treating children with Attention Deficit Hyperactivity Disorder (ADHD)
Parents were taught about Cognitive-behavioral therapy (CBT) and that achieved significant findings across all measures and the authors felt that emphasis on generalisation of newly acquired skills played a key part in achieving this outcome measures
Summary
Attention-deficit/hyperactivity disorder (ADHD) remains one of the most prevalent mental health diagnoses identified in school-age children. Cognitive-behavioral treatment aims to teach children with Attention Deficit Hyperactivity Disorder (ADHD) strategies to help them increase their self-control and problemsolving abilities, through modeling, role playing and self-instruction. Carried out by a therapist, cognitive-behavioural treatment sessions attempt to teach children strategies to help them increase their self-control and problem-solving abilities, through modelling, role playing and self instruction (Kendall & Braswell, 1985; Kendall, Padever, & Zupan, 1980) to: (1) define the nature of the problem; (2) reflect on all the possible solutions; and (3) choose one solution and evaluate its outcome (Kendall & Braswell, 1985). The proponents of cognitive behavioral approach contend that the maintenance of treatment gains can be achieved only through teaching a generalised set of cognitive mediational (self-talk) skills that children with ADHD can internalise
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