| Titel: | An Intervention for Improving Executive Functioning and Social/Emotional Adjustment of Adhd Children: Three Single Case Design Studies |
|---|---|
| Autor: | Aberson, Bonnie D. |
| Mediengruppe: | dissertation |
| Herausgeber: | --- |
| Zeitschrift: | Dissertation Abstracts International: Section B: The Sciences and Engineering |
| Jahr: | 1997 |
| Band: | 57 |
| Heft: | --- |
| Seiten: | --- |
| Sprache: | English |
| Abstract: | This study proposed the use of techniques found to be successful in the literature with ADHD children; i.e. peer tutoring, home school reports, and self monitoring in combination with interpersonal problem solving and dialoguing in an ecological model. The six week intervention involved training the teacher, parent, child, and peer tutors in the techniques developed by Myrna Shure, Ph.D. and utilizing the I Can Problem Solve (ICPS) dialoguing techniques with children when redirecting them: helping them solve problems, and in discussing grades and home school reports. The purpose of this intervention was to improve communication in the home with resultant increase in parent child bonding as well as to help the child to improve executive functioning especially in the areas of the use of verbal meditation, task persistence, goal planning, and flexibility of thinking. It was also hypothesized that as a result of these strategies the children would become more self reliant and develop a better internal locus of control resulting in greater self confidence and better social/emotional adjustment. The subjects were three ADHD eight year old children. The two male children were hyperactive as well as having attention problems. Only one was taking medication. The female subject had attention problems only. All three subjects were perceived by their parents and teachers as being at least 1.5 standard deviations above the mean on the Behavior Symptoms Index and on either the Attention or Hyperactivity scale of the Behavior Assessment System for Children (Reynolds, 1992) before the intervention. They also met the criteria for ADHD according to the DSM IV and the ADHD Rating Scale (DuPaul 1990) and had a history consistent with a diagnosis of ADHD. All three of the subjects had elevations on the Depression and Conduct scales of the BASC, suggesting comorbidity; and two of the three were perceived by others as well as themselves as having difficulty with interpersonal relationships. Outcome measures consisted of pre, post, and six month follow-up ratings on the BASC (PRS, TRS, and SRP), Home Situations Questionnare - Revised, report card grades, percentage of on task behavior taken at one minute intervals during ten minute observations while doing seat work, and weekly grades on spelling tests. Pre and post measures were obtained on the Parenting Stress Index (Short Form) (Abidin, 1990), and pre and follow-up sociometric and data was collected. Additionally, qualitative data including records of parent-child dialogs and interviews with subjects, parents, and teachers were reported. (Abstract shortened by UMI.) (PsycINFO Database Record (c) 2012 APA, all rights reserved) |