CBC, ADHD, Homework A Case Study by dxr20321


									     CBC, ADHD, & Homework:
                  A 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
          The Case of Jared:
        Background Information
   Teachers’ perceptions of Jared very negative (“I can’t
    stand him in my classroom;” “He needs to be in a
    classroom for BD kids”)
   Mom very concerned about Jared being placed in BD
   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
           The Case of Jared:
            Behavioral 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
              The Case of Jared:
          Intervention 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
   Intervention initially implemented across 2 academic
    subjects; ultimately implemented across 4 subject areas
   The Case of Jared:
  Process Issues for CBC
Prior to CBC, little communication occurred between
parent and teachers
There was a history of negativity between parent and
Parent and teachers seemed to hold each other
responsible for problems
There was an obvious a lack of clarity about
academic expectations
           The Case of Jared:
     Strategies 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
        The Case of Jared:
         Behavioral 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 D’s to 3 A’s and one D
                                        Percentage of Nights Per Week
                                         Jared Completed Homework
                                            Baseline       Treatment
Percentage of Nights Per Week Jared

      Completed Homework




                                               1       2         3     4       5   6   7   8   9

       The Case of Jared:
        Relational Outcomes
Relational Focus:
 Jared’s 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
 Jared’s mother came to see her son as having
  academic potential as his grades improved
           The Case of Jared:
               General 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
   Mom and teacher reported satisfaction with knowing
    more about work and expectations
   Generalization to other settings/academic subjects
    began to further increase shared responsibility

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