1. CBC, ADHD, & Homework: A Case Study The Case of “Jared” 15 year old, 9 th grade male with history of BD classification in 6 th grade and medications for ADHD (not current at the time of CBC) 15 year old, 9 th grade male with history of BD classification in 6 th grade and medications for ADHD (not current at the time of CBC) Low to middle SES dual parent family in a rural farming community Low to middle SES dual parent family in a rural farming community Youngest of 3 boys, all with ADHD diagnoses Youngest of 3 boys, all with ADHD diagnoses History of alcoholism in family History of alcoholism in family Public high school with 800 students from surrounding communities Public high school with 800 students from surrounding communities

2. The Case of Jared: Background Information Teachers’ perceptions of Jared very negative (“I can’t stand him in my classroom;” “He needs to be in a classroom for BD kids”) Teachers’ perceptions of Jared very negative (“I can’t stand him in my classroom;” “He needs to be in a classroom for BD kids”) Mom very concerned about Jared being placed in BD classroom Mom very concerned about Jared being placed in BD classroom Parents and teachers had parallel concerns about Parents and teachers had parallel concerns about Jared not getting what was needed from each other (structure at home, attention in class) Jared not getting what was needed from each other (structure at home, attention in class) Disruptive behaviors interfering with demonstration of skills Disruptive behaviors interfering with demonstration of skills Failure to communicate about schoolwork Failure to communicate about schoolwork

3. Presenting Behaviors: School: Disruptive, out of seat, lack of productivity, rudeness, disrespect toward teachers School: Disruptive, out of seat, lack of productivity, rudeness, disrespect toward teachers Home: Failure to bring homework home, rarely initiated homework Home: Failure to bring homework home, rarely initiated homework Target Behaviors for CBC: School: In-seat work completion, sitting quietly, raising hand when necessary School: In-seat work completion, sitting quietly, raising hand when necessary Home: Bring homework home and initiate by 8 pm Home: Bring homework home and initiate by 8 pm The Case of Jared: Behavioral Concerns

4. The Case of Jared: Intervention Issues for CBC Multi-component intervention developed to increase continuity between home and school: Multi-component intervention developed to increase continuity between home and school: Home-note system (increased communication) Home-note system (increased communication) Self-monitoring (in-school and out-of-school behaviors) Self-monitoring (in-school and out-of-school behaviors) Positive reinforcement (allowance tied to work completion) Positive reinforcement (allowance tied to work completion) Adult support (regular check-in with teachers, parent, and consultant) Adult support (regular check-in with teachers, parent, and consultant) Intervention initially implemented across 2 academic subjects; ultimately implemented across 4 subject areas Intervention initially implemented across 2 academic subjects; ultimately implemented across 4 subject areas

5. Prior to CBC, little communication occurred between parent and teachers There was a history of negativity between parent and teachers Parent and teachers seemed to hold each other responsible for problems There was an obvious a lack of clarity about academic expectations The Case of Jared: Process Issues for CBC

6. The Case of Jared: Strategies Used by Consultant Drawing distinct similarities across settings Structuring an intervention that required cooperation and communication across parties Increasing responsibility for successful outcomes by including all participants, including Jared, in CBC and in the plan Making the problem solving process overt

7. The Case of Jared: Behavioral Outcomes Behavioral Focus: Goals were achieved at home and at school Goals were achieved at home and at school Jared began bringing his homework home and behaved appropriately in the classroom Jared began bringing his homework home and behaved appropriately in the classroom His math teacher reported that “Jared is right where we want him” His math teacher reported that “Jared is right where we want him” Jared began to come in after school for help; teachers reported increased motivation Jared began to come in after school for help; teachers reported increased motivation His grades improved from 4 D’s to 3 A’s and one D His grades improved from 4 D’s to 3 A’s and one D

8. Percentage of Nights Per Week Jared Completed Homework 1 2 3 4 5 6 7 8 9 Weeks Baseline Treatment Percentage of Nights Per Week Jared Completed Homework

9. The Case of Jared: Relational Outcomes Relational Focus: Jared’s parents and teachers viewed each other in a more positive light as both had fulfilled their responsibilities as consultees Jared’s parents and teachers viewed each other in a more positive light as both had fulfilled their responsibilities as consultees The teachers were able to see an obvious change in behavior and appreciated Jared as a student; agreed that a BD resource room placement was unnecessary The teachers were able to see an obvious change in behavior and appreciated Jared as a student; agreed that a BD resource room placement was unnecessary Jared’s mother came to see her son as having academic potential as his grades improved Jared’s mother came to see her son as having academic potential as his grades improved

10. Parent and teachers shared in the ownership of defining the problem and developing an intervention, but Jared took responsibility for problem solution Parent and teachers shared in the ownership of defining the problem and developing an intervention, but Jared took responsibility for problem solution Teachers began making positive comments about Jared Teachers began making positive comments about Jared Mom and teacher reported satisfaction with knowing more about work and expectations Mom and teacher reported satisfaction with knowing more about work and expectations Generalization to other settings/academic subjects began to further increase shared responsibility Generalization to other settings/academic subjects began to further increase shared responsibility The Case of Jared: General Outcomes