Conjoint Behavioral Consultation and Social Skills Training: Enhancing the Play Behaviors of Boys With Attention Deficit Hyperactivity Disorder

Abstract

In this study, we demonstrate the use of conjoint behavioral consultation (CBC) as a model to join parents and educators in the shared development and implementation of interventions for students. A behavioral social skills intervention was delivered in the context of CBC to enhance the cooperative peer interactions of young boys diagnosed with attention deficit hyperactivity disorder (ADHD). A multiple probe design across participants was used. The mothers and teachers of 3 boys between the ages of 8 and 9 years who were diagnosed with ADHD and who were exhibiting performance deficits in their cooperative play behaviors served as consultation participants. Direct observation data suggest that the behavioral social skills intervention implemented within the context of CBC was related to increases in positive, cooperative interactions with peers. In general, positive changes were noted from pretreatment to posttreatment administrations of the Social Skills Rating System (Gresham & Elliott, 1990). Measures of treatment acceptability, treatment integrity, and social validity also yielded positive results. This study lends support to the use of CBC as a means of joining parents and teachers in the delivery of effective behavioral interventions.