Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-07T08:31:46.016Z Has data issue: false hasContentIssue false

Treatment of a 7-Year-Old Hyperactive Boy with Educational Problems

Published online by Cambridge University Press:  16 June 2009

Caroline Hogg
Affiliation:
Institute of Psychiatry, London
Maria Callias
Affiliation:
Institute of Psychiatry, London
David Pellegrini
Affiliation:
Institute of Psychiatry, London

Extract

A 7-year-old hyperactive boy with multiple problems was treated using a combination of interventions, applied sequentially over 14 months. The first phase of treatment was participation in a drug trial (placebo, then drug) and this was followed by cognitive-behavioural training designed to teach strategies with which to approach academic work. Teacher and parent behaviour ratings showed improvement over the drug trial period and educational gains were made during the cognitive-behavioural training, both in the area specifically taught and other academic subjects. The problems choosing appropriate targets and of disentangling the effects of different treatment components are discussed.

Type
Clinical/Brief Reports
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abikoff, H. (1979). Cognitive training interventions in children: Review of a new approach. Journal of Learning Disabilities 12, 6577.CrossRefGoogle ScholarPubMed
Ackerman, P., Dykman, R. and Peters, J. (1977). Teenage status of hyperactive and non-hyperactive learning disabled boys. American Journal of Orthopsychiatry 47, 577596.CrossRefGoogle Scholar
Amirkham, J. (1982). Expectancies and attributions for hyperactive and medicated hyperactive students. Journal of Abnormal Child Psychology 10, 265276.CrossRefGoogle Scholar
Bandura, A. (1971). Psychotherapy based upon modeling procedures. In Handbook of Psychotherapy and Behaviour Change. Bergin, A. and Garfield, S. (Eds), New York: Wiley.Google Scholar
Barkley, R. A. (1981). Hyperactivity. In Behavioural Assessment of Childhood Disorders, Mash, E. J. and Terdal, L. G. (Eds), New York: The Guilford Press.Google Scholar
Brent, D. E. and Routh, D. K. (1978). Response cost and impulsive word recognition errors in reading disabled children. Journal of Abnormal Child Psychology 6, 405419.CrossRefGoogle ScholarPubMed
Cameron, M. I. and Robinson, V. M. J. (1980). Effects of cognitive training on academic and on-task behaviour of hyperactive children. Journal of Abnormal Child Psychology 8, 405419.CrossRefGoogle ScholarPubMed
Campbell, S. and Paulauskas, S. (1979). Peer relations in hyperactive children. Journal of Child Psychology and Psychiatry (and Allied Disorders) 20, 233246.CrossRefGoogle ScholarPubMed
Cantwell, D. P. and Satterfield, J. (1978). The prevalence of academic underachievement in hyperactive children. Journal of Pediatric Psychology 3, 168171.CrossRefGoogle Scholar
Coats, K. I. (1979). Cognitive self-instructional training approach for reducing disruptive behaviour of young children. Psychological Reports 44, 127154.CrossRefGoogle Scholar
Conners, C. K. (1969). A teacher rating scale for use in drug studies with children. American Journal of Psychiatry 126, 884888.CrossRefGoogle ScholarPubMed
Conners, C. K. (1970). Symptom patterns in hyperkinetic, neurotic and normal children. Child Development 41, 667682.CrossRefGoogle Scholar
Douglas, V. I. (1972). Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children. Canadian Journal of Behavioural Science 4, 159282.CrossRefGoogle Scholar
Evans, I. M. (1985). Building systems models as a strategy for target behaviour selection in clinical assessment. Behavioural Assessment 7, 2132.Google Scholar
Gittelman-Klein, R., Klein, D. F., Abikoff, H., Felixbrod, J., Katy, S., Golisten, A., Kates, W. and Saraf, K. (1975). Relative efficacy of methylphenidate and behaviour modification in hyperkinetic children: An interim report. Journal of Abnormal Child Psychology 4, 361379.CrossRefGoogle Scholar
Hoy, E., Weiss, G., Minde, K. and Cohen, N. (1978). The hyperactive child at adolescence: Cognitive, emotional and social functioning. Journal of Abnormal Child Psychology 6, 311324.CrossRefGoogle ScholarPubMed
Kagan, J. (1966). Reflection-impulsivity. The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology 71, 1724.CrossRefGoogle ScholarPubMed
Kanfer, F. H. (1985). Target selection for clinical change programs. Behavioural Assessment 7, 720.Google Scholar
Kazdin, A. E. (1981). Drawing valid inferences from case studies. Journal of Consulting and Clinical Psychology 49, 183192.CrossRefGoogle ScholarPubMed
Kendall, P. C. and Finch, A. J. Jr. (1979). Analyses of changes in verbal behaviour following a cognitive-behavioural treatment for impulsivity. Journal of Abnormal Child Psychology 7, 455463.CrossRefGoogle Scholar
Kendall, P. C. and Wilcox, L. E. (1980). Cognitive behavioural treatment for impulsivity: Concrete versus conceptual training in non self-controlled problem children. Journal of Consulting and Clinical Psychology 48, 8091.CrossRefGoogle ScholarPubMed
Klein, A. and Young, D. R. (1979). Hyperactive boys in their classrooms: Assessment of teacher and peer perceptions, interactions and classroom behaviours. Journal of Abnormal Child Psychology 7, 425442.CrossRefGoogle Scholar
Loney, J., Weissenburger, F. E., Woolson, R. F. and Lichty, E. C. (1979). Comparing psychological and pharmacological treatments for hyperkinetic boys and their classmates. Journal of Abnormal Child Psychology 7, 133143.CrossRefGoogle ScholarPubMed
Meichenbaum, D. H. and Goodman, J. (1971). Training impulsive children to talk to themselves. A means of developing self-control. Journal of Abnormal Psychology 77, 115126.CrossRefGoogle ScholarPubMed
Milich, R. and Landau, S. (1982). Socialization and peer relations in hyperactive children. In Advances in Learning and Behaviour Disabilities, Gadow, K. D. and Bialer, I. (Eds), Greenwich, Conn.: JAI.Google Scholar
Minde, K., Lewin, D., Weiss, G., Lavigneur, H., Douglas, V. I. and Sykes, E. (1971). The hyperactive child in elementary school: a 5-year controlled follow-up. Exceptional Children 38, 215221.CrossRefGoogle Scholar
Minde, K., Weiss, G. and Mendelson, N. (1972). A 5-year follow-up study of 91 hyperactive school children. Journal of the American Academy of Child Psychiatry 11, 595610.CrossRefGoogle ScholarPubMed
Neale, M. D. (1966). Neale Analysis of Reading Ability. London: Macmillan Education.Google Scholar
Paulauskas, S. L. and Goodman Campbell, S. B. (1979). Social perspective-taking and teacher ratings of peer interaction in hyperactive boys. Journal of Abnormal Child Psychology 7, 483493.CrossRefGoogle ScholarPubMed
Pellegrini, D. S. (1985). Training in social problem-solving. In Child and Adolescent Psychiatry: Modern Approaches. Rutter, M. and Hersov, L. (Eds), London: Blackwells.Google Scholar
Porteus, S. D. (1955). The Maze Test: Recent Advances. Palo Alto, California: Pacific Books.Google Scholar
Richman, N., Stevenson, J. and Graham, P. (1982). Preschool to School: A Behavioural Study. London: Academic Press.Google Scholar
Roberts, T. (1979). Reflection-impulsivity and reading ability in 7 year old children. British Journal of Educational Psychology 49, 311315.CrossRefGoogle Scholar
Rosen, A. and Proctor, E. K. (1981). Distinctions between treatment outcomes and their implications for treatment evaluation. Journal of Consulting and Clinical Psychology 49, 418425.CrossRefGoogle ScholarPubMed
Rosvald, H. E., Mursky, A. F., Sarason, I., Bransome, E. D. and Beck, L. H. (1956). A continuous performance test of brain damage. Journal of Consulting Psychology 20, 343350.CrossRefGoogle Scholar
Rutter, M., Tizard, J. and Whitmore, K. (1970). Education, Health and Behaviour, London: Longman.Google Scholar
Schonell, F. J. and Schonell, F. E. (1950). Diagnostic and Attainment Testing Including a Manual of Tests, their Nature, Use. Recording and Interpretation. Edinburgh: Oliver and Boyd.Google Scholar
Shure, M. B. and Spivack, G. (1972). Means-ends thinking, adjustment, and social class among elementary school-aged children. Journal of Consulting and Clinical Psychology 38, 348353.CrossRefGoogle ScholarPubMed
Sostek, A. J., Buchsbaum, M. S., Rapoport, J. L. (1980). Effects of amphetamine on vigilance performance in normal and hyperactive children. Journal of Abnormal Child Psychology 8, 491500.CrossRefGoogle ScholarPubMed
Swanson, J. M. and Kinsbourne, M. (1976). Stimulant related state-dependent learning in hyperactive children. Science 192, 13541356.CrossRefGoogle ScholarPubMed
Thorley, G. (1984). Review of follow-up and follow-back studies of childhood hyperactivity. Psychological Bulletin 96, 116132.CrossRefGoogle ScholarPubMed
Weiss, G., Minde, K. K., Werry, J., Douglas, V. I. and Nemeth, E. (1971). Studies on the hyperactive child. 5-year follow-up. Archives of General Psychiatry 24, 409414.CrossRefGoogle Scholar
Wolraich, M., Drummond, T., Salomon, M. K., O'Brien, M. L. and Slvage, C. (1978). Effects of methylphenidate alone and in combination with behaviour modification procedures on the behaviour and academic performance of hyperactive children. Journal of Abnormal Child Psychology 6, 149161.CrossRefGoogle ScholarPubMed
Submit a response

Comments

No Comments have been published for this article.