Managing Hyperkinetic Disorder through Behaviour Therapy and Parent Management Training: A Case Work Approach

Abstract

Background: Hyperkinetic Disorder (ICD-10: F90.0) is marked by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with a child’s academic, social, and adaptive functioning. Early identification and structured behavioural interventions, particularly those involving parents, play a crucial role in improving outcomes. Children with co-existing borderline intellectual functioning often present additional challenges in assessment and management.
Aim: To examine the effectiveness of Behaviour Therapy and Parent Management Training in managing symptoms of Hyperkinetic Disorder in a child with borderline intellectual functioning through a structured case work approach.
Methodology: The case involved an 8-year-old girl referred for psychological assessment due to persistent inattentiveness, restlessness, excessive talkativeness, and task incompletion. A comprehensive assessment battery was administered, including the Developmental Screening Test (DST), Vineland Social Maturity Scale (VSMS), Child Behavior Checklist (CBCL), ADHD Rating Scale, Indian Scale for Assessment of Autism (ISAA), and Malin’s Intelligence Scale for Indian Children (MISIC). Based on case history, behavioral observations, and test findings, a diagnosis of Hyperkinetic Disorder was formulated. Intervention was delivered across nine sessions, incorporating Psychoeducation, Behaviour Therapy, and Parent Management Training. Techniques such as task chunking, visual schedules, token economy, structured routines, listening games, and positive reinforcement were implemented with active parental involvement.
Results: Post-intervention, there was approximately 60% improvement in attention span and 55% reduction in hyperactive behaviors, as reported by both parents and teachers. The child demonstrated better task completion, improved listening skills, and enhanced classroom engagement. Despite borderline intellectual functioning (FSIQ = 75), structured behavioural strategies and consistent parental implementation led to significant functional improvement.