The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
6. School Interventions for Attention Deficit Hyperactivity Disorder: Where to From Here?
| 74 →
School Interventions for Attention Deficit Hyperactivity Disorder
Where to From Here?
THEORETICALLY DRIVEN PSYCHOSOCIAL TREATMENTS FOR ADHD
I have carped about this issue before (Barkley, 1997, 2006) but it is an issue that still remains to be more systematically investigated. Current psychosocial, largely cognitive-behavioral, interventions were based on what are now outdated assumptions about ADHD and its associated disruptive behavior. Most of our treatments grew out of social learning theory (Pelham, 1988; Pelham & Sams, 1992)—a theory holding that deviant or disruptive behavior should be initially considered developed and/or currently maintained as a result of exposure to faulty contingencies of reinforcement or social modeling. This view came to be supplemented with cognitive behavioral theory, which ascribes some importance to the cognitive (largely verbal) deficits associated with ADHD that should respond to direct cognitive training (Meichenbaum, 1988). This amalgamation of social learning and cognitive-behavioral theory is the original basis for recommending functional behavioral assessment as a prelude to classroom interventions.
Appreciating these initial assumptions helps one understand the reason why psychosocial treatments have been routinely withdrawn after a period of implementation. It was assumed that the increased prosocial and decreased deviant behavior would be maintained as a consequence of the improved natural contingencies of reinforcement for those behaviors that would sustain them (Pelham & Sams, 1992; Ross & Ross, 1982, pp. 250–252; Willis & Lovaas, 1977). Added to...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.