Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design. Metadata

Title

• Main Title Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design.

Creator

• Author: Schottelkorb, April A.
  Creator Type: Personal

Contributor

• Chair: Ray, Dee
  Contributor Type: Personal
  Contributor Info: Major Professor
• Committee Member: Bratton, Sue C.
  Contributor Type: Personal
• Committee Member: Holden, Janice Miner
  Contributor Type: Personal

Publisher

• Name: University of North Texas
  Place of Publication: Denton, Texas

Date

• Creation: 2007-12
• Digitized: 2008-02-20

Language

• English

Description

• Content Description: I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.

Subject

• Keyword: Child-centered play therapy
• Keyword: single case design
• Keyword: ADHD
• Keyword: teacher consultation
• Library of Congress Subject Headings: Play therapy -- Case studies.
• Library of Congress Subject Headings: Attention-deficit hyperactivity disorder -- Treatment.
• Library of Congress Subject Headings: Attention-deficit-disordered children -- Rehabilitation.
• Library of Congress Subject Headings: Parenting -- Psychological aspects.
• Library of Congress Subject Headings: Teaching -- Psychological aspects.
• Library of Congress Subject Headings: Stress (Psychology)

Collection

• Name: UNT Theses and Dissertations
  Code: UNTETD

Institution

• Name: UNT Libraries
  Code: UNT

Rights

• Rights Access: public
• Rights License: copyright
• Rights Holder: Schottelkorb, April A.
• Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

• Thesis or Dissertation

Format

• Text

Identifier

• OCLC: 230731322
• Archival Resource Key: ark:/67531/metadc5125

Degree

• Degree Name: Doctor of Philosophy
• Degree Level: Doctoral
• Degree Discipline: Counseling
• Academic Department: Department of Counseling, Development and Higher Education
• Degree Grantor: University of North Texas

Note