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A cognitive-behavioural treatment for a child with Attention-Deficit Disorder/Without Hyperactivity and Comorbid Anxiety

Published online by Cambridge University Press:  29 October 2015

Colleen Cornish  and
Annemaree Carroll
Colleen Cornish
Affiliation:
University of Queensland
Annemaree Carroll*
Affiliation:
University of Queensland
*
Schonell Special Education Research Centre, The University of Queensland, Brisbane Qld 4072, Phone: (07) 3365 6476, Fax: (07) 3365 8553, E-mail: [email protected]
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Abstract

This study reports a cognitive-behavioural intervention implemented to increase academic performance of an 11-year-old boy with Attention-Deficit Disorder/Without Hyperactivity. The child was trained in the use of positive self-talk to reduce the cognitive distortions and deficiencies associated with his symptoms. Reports from the child, his parent and his teacher, together with objective measures and observations, were used to assess the efficacy of treatment in reducing symptoms and increasing academic performance. Results suggest an increase in academic performance with a greater improvement in productivity rather than in accuracy. These improvements could be related to the decreases in the problematic symptoms of in attention and anxiety. Unconditional conclusions cannot be drawn, however, about the effect of the intervention on impulsivity, because of the difficulties found in measuring this construct Improvements to overcome this problem and other modifications that may improve the overall validity of future studies are suggested.

Keywords

academic performanceanxietyAttention-Deficit Disorder/Without Hyperactivityimpulsivityinattentionself-talk
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 15 , Issue 1 , May 1998 , pp. 6 - 22
Copyright
Copyright © Australian Psychological Society 1998

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