Cognitive Behavioral Consultation Case Study

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It is with heavy empirical evidence that children diagnosed with attention-deficit/hyperactivity disorder (ADHD) typically exhibit discernible educational impairments. Some scenarios and/or subjects vary in the severity of which their symptoms diminish their func-tionality. These students are typically easily distracted or may even be disruptive to a class in progress, since their cognitive ability to focus is underdeveloped. The manner by which the child’s educational institution facilitates its method of treatment for the disorder is pertinent to the child’s academic success and retention of conceptualized ideas within and outside of the classroom. The child’s behavior and academic performance co-function simultaneously in con-junction with the continuity of care and treatment implemented. Both the clinician’s and parents collaborative responsibility to the child’s mental and cognitive growth is integral for the ad-vancement of both analytical and assiduous skills of said child.
It is the utilization of a Conjoint Behavioral Consultation that will enhance the efficacy of a cooperative based effort in successfully administering treatment for a child diagnosed with ADHD. Such aforementioned consultations are executed in four stages: “needs identification, needs
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The Cognitive Behavior Therapy (CBT) and Family Management (FAM) were both utilized to treat subjects suffering from anxie-ty disorders. The combination of CBT and FAM treatment were applied to the control group of children suffering from anxiety disorders. The effects of this treatment were then evaluated and the results were contrasted to a group that solely received Cognitive Behavior Therapy. The com-pared progress of each group was weighed and it was concluded the children that received both CBT and FAM saw an exponential increase in their

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