'NOTHING WORKS!' A CASE STUDY USING COGNITIVE-BEHAVIORAL INTERVENTIONS TO ENGAGE PARENTS, EDUCATORS, AND CHILDREN IN THE MANAGEMENT OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

摘要

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.