Cognitive-Behavioural & Parental Management Training in a Child with ADHD

International Journal of Medical Science

© 2015 by SSRG - IJMS Journal

Volume 2 Issue 7

Year of Publication : 2015

Authors : Monica Sharma and Mustafa Nadeem Kirmani

10.14445/23939117/IJMS-V2I7P101

How to Cite?

Monica Sharma and Mustafa Nadeem Kirmani, "Cognitive-Behavioural & Parental Management Training in a Child with ADHD," SSRG International Journal of Medical Science, vol. 2,  no. 7, pp. 1-6, 2015. Crossref, https://doi.org/10.14445/23939117/IJMS-V2I7P101

Abstract:

Background: ADHD is one of the most common disorders found in school going children. It is characterized difficulty in paying attention at task at hand, impulsivity and recklessness, restlessness and fidgeting in his/her environment. Such children are difficult to manage, leading to conflicts with parents, peers and teachers. Persistence of ADHD symptoms often lead to impairment in academic, interpersonal and socio-occupational functioning. Proper diagnosis and interventions significantly improve the functioning of the child. Multimodal treatment approach is the best model of management incorporating medical, psychosocial and rehabilitative services. In this case, however, cognitive-behavioural and parental management training approaches were used as main psychotherapeutic interventions to work with the child and his parents. Cognitive-behavioral therapy inclusive of parental management has proved to be beneficial. CBT techniques are used with the aim to help improve motor behaviour, impulsivity and inattention. Parental management training is used to teach the principles of behaviour therapy and use behaviour techniques with the child to improve his clinical symptoms, his compliance and parent’s confidence in raising him, to improve the parent-child relationship by using good communication and positive attention to aid the child’s functioning and other domains of life. Methodology: In this paper, a single case pre -post design methodology was used. Conner’s parent rating scale was used to assess the nature and severity of ADHD symptoms and Vineland Social Maturity Scale (VSMS) was used to assess socio-occupational and self-help skills functioning. Both pre and post therapy assessment was done to evaluate the therapeutic outcomes. Clinical judgement and evaluation was also done for better understanding of the clinical outcome subsequent to therapy. Detailed therapeutic sessions were conducted with both the client and the mother (as father could not come because of job schedule difficulties). Results: Post therapy assessment, clinical observation and report by the mother clearly showed significant improvement in hyperactivity, improvement in sustained attention, and increased compliance and behavioural regulation in the child

Keywords:

ADHD, cognitive behavioural training, parental management training, reinforcement

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