“nothing Works!” a Case Study Using Cognitive-behavioral Interventions to Engage Parents, Educators, and Children in the Management of Attention-deficit/hyperactivity Disorder

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. C © 2011 Wiley Periodicals, Inc.