A case of effective single-session treatment for attention deficit and learning problems in a routine clinical practice: the value of a transdiagnostic approach to case formulation

Whitefield-Alexander, V. and Edwards, D.J.A. (2009) A case of effective single-session treatment for attention deficit and learning problems in a routine clinical practice: the value of a transdiagnostic approach to case formulation. Journal of Child and Adolescent Mental Health, 21 (1). pp. 61-72. ISSN 1728-0583

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Abstract

This article reports a systematic clinical case study of the psychological assessment and treatment of Daniel (9), a coloured South African boy with a diagnosis of attention deficit hyperactivity disorder (ADHD) (inattentive type). The case is of scientific interest because: (1) there was only a single treatment session, in which contingency management training was delivered to Daniel’s parents and teacher; (2) there was evidence for the effectiveness of the intervention immediately and at two-year follow-up; (3) it documents the transportability to a South African context of an intervention developed by overseas research; (4) it documents the central role of case formulation in the delivery of effective psychological interventions; and (5) although Daniel met the criteria for ADHD, he also displayed symptoms of depression and social anxiety and the case supports the use of a transdiagnostic approach to case formulation. The conscientiousness with which his parents and teachers applied the programme was a major factor in the effectiveness of the intervention, and such rapid impact would not be possible where parents and teachers are unavailable or not co-operative. The publication of systematic case studies such as this one is important for the development of a local evidence-based practice in South Africa.

Item Type:Article
Uncontrolled Keywords:attention deficit disorder; ADD; attention deficit hyperactivity disorder; ADHD; learning problems; treatment; South Africa
Subjects:Y Unknown > Subjects to be assigned
Divisions:Faculty > Faculty of Humanities > Psychology
ID Code:1489
Deposited By:INVALID USER
Deposited On:14 Sep 2009
Last Modified:06 Jan 2012 16:20
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