Two variations of school-based cognitive-behavioral training (CBT) program were compared to each other and to a waiting-list control condition in the treatment of children with attention-deficit hyperactivity disorder (ADHD). The experimental interventions included a multicomponent condition that provided coordinated training programs for parents, teachers, and children and a teacher-only condition that offered training for classroom teachers only. Evaluation of outcome occurred at pre-intervention, post-intervention and at 6-week followup periods. Depedent measures included classroom behavior observations, teacher ratings of child behavior, child self-report, and teacher ratings of adjustment. The multicomponent CBT condition was significantly better than the other conditions at improving observed off-task/disruptive behavior at post-test. This improvement was maintained at followup, although treatment condition differences were no longer significant. There were no treatment condition differences on any other measures at postintervention or followup. It was concluded that the intervention had minimal short-term effects on the ADHD children. The results are discussed within the context of several methodological limitations of the study which serve as proposals for continued research in this area.
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The authors gratefully acknowledge the support and assistance of the faculty and staff at Echo Park, Cedar Park and Westview Elementary Schools (Rosemount, MN, Independent School District), and the parents and children who participated in this study. The authors would also like to extent special thanks to the principals of these schools, Mr. Robert Keaton, Mr. William Mack and Mr. Marvin Skinner, and the school psychologists servicing these schools, Ms. Sheila Peterson, Ms. Ann O'Brien, and Mr. Mark Kaloski, for their commitment and service to children with attention-deficit hyperactivity disorder.
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Bloomquist, M.L., August, G.J. & Ostrander, R. Effects of a school-based cognitive-behavioral intervention for ADHD children. J Abnorm Child Psychol 19, 591–605 (1991). https://doi.org/10.1007/BF00925822