CBC, ADHD, & Homework:CBC, ADHD, & Homework:A Case StudyA Case Study

The Case of “Jared”The Case of “Jared” 15 year old, 915 year old, 9thth grade male with grade male with

history of BD classification in 6history of BD classification in 6thth grade grade and medications for ADHD (not and medications for ADHD (not current at the time of CBC)current at the time of CBC)

Low to middle SES dual parent family Low to middle SES dual parent family in a rural farming community in a rural farming community

Youngest of 3 boys, all with ADHD Youngest of 3 boys, all with ADHD diagnosesdiagnoses

History of alcoholism in familyHistory of alcoholism in family Public high school with 800 students Public high school with 800 students

from surrounding communities from surrounding communities

The Case of Jared:The Case of Jared:Background InformationBackground Information

Teachers’ perceptions of Jared very negative Teachers’ perceptions of Jared very negative (“I can’t stand him in my classroom;” “He (“I can’t stand him in my classroom;” “He needs to be in a classroom for BD kids”)needs to be in a classroom for BD kids”)

Mom very concerned about Jared being Mom very concerned about Jared being placed in BD classroomplaced in BD classroom

Parents and teachers had parallel concerns Parents and teachers had parallel concerns aboutabout Jared not getting what was needed from Jared not getting what was needed from

each other (structure at home, attention in each other (structure at home, attention in class)class)

Disruptive behaviors interfering with Disruptive behaviors interfering with demonstration of skillsdemonstration of skills

Failure to communicate about schoolworkFailure to communicate about schoolwork

Presenting BehaviorsPresenting Behaviors:: SchoolSchool: Disruptive, out of seat, lack of : Disruptive, out of seat, lack of

productivity, rudeness, disrespect productivity, rudeness, disrespect toward teacherstoward teachers

HomeHome: Failure to bring homework : Failure to bring homework home, rarely initiated homeworkhome, rarely initiated homework

Target Behaviors for CBCTarget Behaviors for CBC:: SchoolSchool: In-seat work completion, sitting : In-seat work completion, sitting

quietly, raising hand when necessary quietly, raising hand when necessary HomeHome: Bring homework home and : Bring homework home and

initiate by 8 pminitiate by 8 pm

The Case of Jared:The Case of Jared:Behavioral ConcernsBehavioral Concerns

The Case of Jared:The Case of Jared:Intervention Issues for CBCIntervention Issues for CBC

Multi-component intervention developed to Multi-component intervention developed to increase continuity between home and increase continuity between home and school:school: Home-note system (increased communication)Home-note system (increased communication) Self-monitoring (in-school and out-of-school Self-monitoring (in-school and out-of-school

behaviors)behaviors) Positive reinforcement (allowance tied to work Positive reinforcement (allowance tied to work

completion)completion) Adult support (regular check-in with teachers, Adult support (regular check-in with teachers,

parent, and consultant)parent, and consultant) Intervention initially implemented across 2 Intervention initially implemented across 2

academic subjects; ultimately implemented academic subjects; ultimately implemented across 4 subject areasacross 4 subject areas

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

The Case of Jared:The Case of Jared:Process Issues for CBCProcess Issues for CBC

The Case of Jared:The Case of Jared:Strategies Used by ConsultantStrategies Used by ConsultantDrawing distinct similarities across Drawing distinct similarities across settingssettings

Structuring an intervention that required Structuring an intervention that required cooperation and communication across cooperation and communication across partiesparties

Increasing responsibility for successful Increasing responsibility for successful outcomes by including all participants, outcomes by including all participants, including Jared, in CBC and in the planincluding Jared, in CBC and in the plan

Making the problem solving process overtMaking the problem solving process overt

The Case of Jared:The Case of Jared:Behavioral OutcomesBehavioral Outcomes

Behavioral FocusBehavioral Focus:: Goals were achieved at home and at school Goals were achieved at home and at school Jared began bringing his homework home Jared began bringing his homework home

and behaved appropriately in the classroomand behaved appropriately in the classroom

His math teacher reported that “Jared is His math teacher reported that “Jared is right where we want him”right where we want him”

Jared began to come in after school for Jared began to come in after school for help; teachers reported increased help; teachers reported increased motivation motivation

His grades improved from 4 D’s to 3 A’s His grades improved from 4 D’s to 3 A’s and one D and one D

Percentage of Nights Per Week Percentage of Nights Per Week Jared Completed HomeworkJared Completed Homework

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9

Weeks

Baseline Treatment

Perce

nta

ge o

f Nig

hts P

er

Week Ja

red

Com

ple

ted

H

om

ew

ork

The Case of Jared:The Case of Jared:Relational OutcomesRelational Outcomes

Relational FocusRelational Focus:: Jared’s parents and teachers viewed each Jared’s parents and teachers viewed each

other in a more positive light as both had other in a more positive light as both had fulfilled their responsibilities as fulfilled their responsibilities as consulteesconsultees

The teachers were able to see an obvious The teachers were able to see an obvious change in behavior and appreciated Jared change in behavior and appreciated Jared as a student; agreed that a BD resource as a student; agreed that a BD resource room placement was unnecessaryroom placement was unnecessary

Jared’s mother came to see her son as Jared’s mother came to see her son as having academic potential as his grades having academic potential as his grades improvedimproved

Parent and teachers shared in the Parent and teachers shared in the ownership of defining the problem and ownership of defining the problem and developing an intervention, but Jared took developing an intervention, but Jared took responsibility for problem solutionresponsibility for problem solution

Teachers began making positive comments Teachers began making positive comments about Jaredabout Jared

Mom and teacher reported satisfaction with Mom and teacher reported satisfaction with knowing more about work and expectationsknowing more about work and expectations

Generalization to other settings/academic Generalization to other settings/academic subjects began to further increase shared subjects began to further increase shared responsibilityresponsibility

The Case of Jared:The Case of Jared:General OutcomesGeneral Outcomes