Verbal-Nonverbal Correspondence Training with ADHD Children

Abstract

This study presents a general description of the applicability of verbal-nonverbal correspondence-training procedures in the management of five cases with Attention-Deficit Hyperactive Disorder (ADHD). Two cases additionally met criteria for conduct problems. These five cases, males aged 6 to 10 years were intervened with one of three correspondence-training procedures: (a) reinforcement of do-report, (b) reinforcement of report-do, and (c) reinforcement set-up on report. A changing-criterion design with multiple-baseline features was used with all cases. Consistently lower levels of hyperactivity and conduct problems were noted during the introduction of each procedure. Generalization and maintenance (follow-up) data are also reported. The strengths, limitations, and cost-effectiveness of correspondence training and future research with the present population are discussed.