CBC, ADHD,

1
CBC, ADHD, HomeworkA Case Study

• The Case of Jared
• 15 year old, 9th grade male with history of BD
  classification in 6th grade and medications for
  ADHD (not current at the time of CBC)
• Low to middle SES dual parent family in a rural
  farming community
• Youngest of 3 boys, all with ADHD diagnoses
• History of alcoholism in family
• Public high school with 800 students from
  surrounding communities

2
The Case of JaredBackground Information

• Teachers perceptions of Jared very negative (I
  cant stand him in my classroom He needs to be
  in a classroom for BD kids)
• Mom very concerned about Jared being placed in BD
  classroom
• Parents and teachers had parallel concerns about
• Jared not getting what was needed from each other
  (structure at home, attention in class)
• Disruptive behaviors interfering with
  demonstration of skills
• Failure to communicate about schoolwork

3
The Case of JaredBehavioral Concerns

• Presenting Behaviors
• School Disruptive, out of seat, lack of
  productivity, rudeness, disrespect toward
  teachers
• Home Failure to bring homework home, rarely
  initiated homework
• Target Behaviors for CBC
• School In-seat work completion, sitting quietly,
  raising hand when necessary
• Home Bring homework home and initiate by 8 pm

4
The Case of JaredIntervention Issues for CBC

• Multi-component intervention developed to
  increase continuity between home and school
• Home-note system (increased communication)
• Self-monitoring (in-school and out-of-school
  behaviors)
• Positive reinforcement (allowance tied to work
  completion)
• Adult support (regular check-in with teachers,
  parent, and consultant)
• Intervention initially implemented across 2
  academic subjects ultimately implemented across
  4 subject areas

5
The Case of JaredProcess Issues for CBC

• Prior to CBC, little communication occurred
  between parent and teachers
• There was a history of negativity between parent
  and teachers
• Parent and teachers seemed to hold each other
  responsible for problems
• There was an obvious a lack of clarity about
  academic expectations

6
The Case of JaredStrategies Used by Consultant

• Drawing distinct similarities across settings
• Structuring an intervention that required
  cooperation and communication across parties
• Increasing responsibility for successful outcomes
  by including all participants, including Jared,
  in CBC and in the plan
• Making the problem solving process overt

7
The Case of JaredBehavioral Outcomes

• Behavioral Focus
• Goals were achieved at home and at school
• Jared began bringing his homework home and
  behaved appropriately in the classroom
• His math teacher reported that Jared is right
  where we want him
• Jared began to come in after school for help
  teachers reported increased motivation
• His grades improved from 4 Ds to 3 As and one D
  

8
Percentage of Nights Per Week Jared Completed
Homework
Treatment
Baseline
Percentage of Nights Per Week Jared Completed
Homework
1 2 3 4 5
6 7 8 9
Weeks
9
The Case of JaredRelational Outcomes

• Relational Focus
• Jareds parents and teachers viewed each other in
  a more positive light as both had fulfilled their
  responsibilities as consultees
• The teachers were able to see an obvious change
  in behavior and appreciated Jared as a student
  agreed that a BD resource room placement was
  unnecessary
• Jareds mother came to see her son as having
  academic potential as his grades improved

10
The Case of JaredGeneral Outcomes

• Parent and teachers shared in the ownership of
  defining the problem and developing an
  intervention, but Jared took responsibility for
  problem solution
• Teachers began making positive comments about
  Jared
• Mom and teacher reported satisfaction with
  knowing more about work and expectations
• Generalization to other settings/academic
  subjects began to further increase shared
  responsibility