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Effects of a school-based cognitive-behavioral intervention for ADHD children
M L Bloomquist1, G J August, R Ostrander
1Division of Child and Adolescent Psychiatry, University of Minnesota Hospital and Clinic, Minneapolis 55455.
Journal of Abnormal Child Psychology
|October 1, 1991
Summary
A multicomponent cognitive-behavioral training (CBT) program showed short-term benefits for children with attention-deficit hyperactivity disorder (ADHD), improving classroom behavior. However, effects diminished over time, indicating minimal long-term impact.
Area of Science:
- Child Psychology
- Behavioral Therapy
- Educational Interventions
Background:
- Attention-deficit hyperactivity disorder (ADHD) presents significant challenges in academic and social settings.
- Effective school-based interventions are crucial for managing ADHD symptoms in children.
- Cognitive-behavioral training (CBT) offers a promising therapeutic avenue for pediatric behavioral disorders.
Purpose of the Study:
- To compare the efficacy of a multicomponent school-based CBT program versus a teacher-only CBT program and a control group for treating ADHD in children.
- To evaluate the short-term and sustained effects of these interventions on various behavioral and adjustment measures.
Main Methods:
- A randomized controlled trial involving three groups: multicomponent CBT (parents, teachers, children), teacher-only CBT, and a waiting-list control.
- Outcome assessments included classroom observations, teacher ratings, child self-reports, and adjustment ratings at pre-intervention, post-intervention, and 6-week follow-up.
- Dependent measures focused on off-task/disruptive behavior, general child behavior, and adjustment.
Main Results:
- The multicomponent CBT condition demonstrated significant improvement in observed off-task/disruptive behavior immediately post-intervention compared to other groups.
- While this behavioral improvement showed some maintenance at follow-up, the differences between treatment conditions were no longer statistically significant.
- No significant differences were found across any condition for other outcome measures at post-intervention or follow-up.
Conclusions:
- The school-based multicomponent CBT intervention yielded minimal short-term behavioral benefits for children with ADHD.
- Sustained positive effects were not evident beyond the immediate post-intervention period.
- Methodological limitations suggest avenues for future research to refine and enhance CBT interventions for ADHD.