A Group Counseling Intervention for Children with Attention Deficit Hyperactivity Disorder.

A theoretical framework is presented to increase school counselor understanding of students with attention deficit hyperactivity disorder (ADHD) and support a counselor intervention. This article outlines a six-session group counseling intervention to help students with ADHD understand its effects on their classroom performance and to learn and practice a repertoire of school success skills. The unit is based on the theme of a journey with ADHD students who learn they are different travelers in the world of education and often take alternate routes to their destinations (academic, personal-social, and career goals). Fourteen elementary school counselors received training, delivered the intervention, and completed a post-intervention survey. Student and teacher reports of school success behaviors from the intervention pilot are also reported. ********** Attention deficit hyperactivity disorder (ADHD) is a diagnostic label used to describe people who have developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. They find it difficult to complete routine tasks or concentrate for an extended period of time. They frequently fidget and have difficulty inhibiting behaviors that can distract others. An estimated 3% to 5% of the school age population has ADHD (American Psychiatric Association, 1994) with boys outnumbering girls (Kauffman, 1993; Barkley, 1990). It is one of the most commonly diagnosed and studied disorders among children, and it is receiving increased attention by school administrators, teachers, and counselors (Barkley, 1998; Shaywitz & Shaywitz, 1992). ADHD students often have problems in school where rules and procedures require them to sit still, be attentive, and stay focused on academic tasks and classroom discussions. They may receive some assistance from special education teachers who typically have smaller classes and who rely on the use of behavioral techniques in managing students. However, between 85% and 90% of ADHD students are still served in general education classrooms for all or part of the day (Montague & Wagner, 1997). The regular classroom teacher works with a larger number of students at one time and usually lacks the training related to working with learning disorders. Some special education strategies may seem too impractical or time consuming, and many teachers are unsure of what to do and need support. SCHOOL COUNSELORS AND ADHD STUDENTS School counselors, as behavioral and relationship specialists, can provide support for ADHD students and their teachers. The American School Counselor Association published a position statement that strongly encourages the involvement of school counselors in the multidimensional treatment of these students (ASCA, 1994). Others in the field (Erk, 1995; Lavin, 1997; Schweibert, Sealander & Tollerud, 1995) have also addressed the need. Myrick (2002) described a developmental school guidance and counseling program with the goal of helping all students learn more effectively and efficiently. Counselors provide such interventions as individual counseling, small group counseling, large group guidance, peer facilitator training, and consultation with parents, teachers, and administrators. Sometimes certain student populations such as those with ADHD are targeted for special attention and one or more counselor interventions. Braswell and Bloomquist (1991) recommend group counseling more often than individual counseling for most ADHD children. Group sessions closely approximate real life peer relationship situations; group members can help each other acquire skills and make generalizations. Group counseling activities that elicit the behaviors and feelings associated with academic and social problems enable counselors to intervene and assist children who are low performers in school and have difficulties with their peers, interventions applied consistently within the school setting seem to be the most effective. …