Cognitive-behavioral Counseling Model to Optimize Cognitive
Potentially and Adaptive Behavior of Attention Deficit
Hyperactivity Disorders Students
Hidayat Hidayat
Special Education Department, Faculty of Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229 Bandung
(40154), West Java, Indonesia
Keywords: adaptive behavior, attention deficit, cognitive, counseling model.
Abstract: The purposes of this research is to find out effectiveness of counseling model cognitive-behavioral which
optimizing cognitive ability and adaptive behavior of ADHD students, to find out correlation between
cognitive ability and adaptive behavior to ADHD students, to examine contribution of counseling model
cognitive-behavioral, both of simultaneous and one by one toward the optimizing cognitive ability and
adaptive behavior of ADHD students, and to find out the contribution of counseling model cognitive-
behavioral in optimizing cognitive ability and adaptive behavior of ADHD students. This research uses
quantitative and qualitative methods all together. This research is conducted in order to analyze the
tendentious of learning difficulties of ADHD students, its causes and teacher’s effort in guiding ADHD
student’s learning difficulties using participative- collaborative in examining the worthiness of hypothetic
counseling model cognitive-behavioral to attack learning difficulties of ADHD students. The results of this
research showed that counseling model cognitive-behavioral in effect to optimizing cognitive ability and
adaptive behavior of ADHD students.
1 INTRODUCTION
Cognitive-behavioral counseling model of
effectiveness to optimize cognitive potentiality and
adaptive behavior of attention deficit hyperactivity
disorders students (Moreau and Conway, 2013).
Cognitive development is related with adaptive
behavior on ADHD students, therefor researchers are
interested to analyze further more about cognitive
ability and adaptive behavior on ADHD students.
(Campbell, 1995) Empirical data related with
cognitive issue and adaptive behavior of ADHD
students and all of its implications indicate the need
of counseling. A theory of inter professional
collaborative learning process of cognitive-behavior
counseling’s students was engaged in a collaborative
learning experience with students from other allied
health disciplines. (Strand, Abramovitz, Layne,
Robinson, and Way, 2014) Data consisted of semi-
structured interviews with nine ADHD students from
four different inter professional collaborative
learning experiences at three schools. The emergent
theory explained counseling cognitive-behavior
students' need to build a culture of mutual respect
among disciplines in order to facilitate inter
professional collaborative learning (Howell, 2009).
Implementations of cognitive-behavioral
counseling model at elementary schools have
reported by only few (Golis, 1995; Sucuoglu, Akalın
and Pınar, 2014; Salisbury, and McGregor, 2002).
Hence, questions on how far its implementation in
Indonesia should get attention. This study purposed at
exploring issues concerning with how to evaluate
values of cognitive-behavioral counseling model
happened at schools especially in instructional
processes.
This research uses quantitative and qualitative
methods all together. This research is conducted in
order to analyze the tendentious of learning
difficulties of ADHD students, its causes and
teacher’s effort in guiding ADHD student’s learning
difficulties using participative-collaborative (Chen
and Chang, 2016) in examining the worthiness of
hypothetic counseling model cognitive-behavioral to
1016
Hidayat, H.
Cognitive-behavioral Counseling Model to Optimize Cognitive Potentially and Adaptive Behavior of Attention Deficit Hyperactivity Disorders Students.
In 1st International Conference on Educational Sciences (ICES 2017), pages 1016-1020
ISBN: 978-989-758-314-8
Copyright © 2017 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

attack learning difficulties of ADHD students. In this
research, the researcher concluded the main
hypotheses as follows: “Cognitive Behavioral
Counseling Model gives contribution to optimizing of
cognitive development and adaptive behavior of
ADHD students” and investigated the influence of
ADHD’s motivation on the collaborative discovery
learning process.
Figure 1: Cognitif-behavioral counseling procedure.
Despite treatment guidelines for Depression
placing group cognitive behavioral therapy group
cognitive-behavioral counseling between low- and
high-intensity evidence-based psychological
interventions, the validity of the placement remains
unknown. We aimed to systematically review
evidence for the efficacy and acceptability of group
(cognitive-behavioral) counseling in patients with
depression compared to four intensity levels of
psychosocial interventions (Okumura, 2014).
Cognitive-behavioral counseling is the first-line
treatment for young people with ADHD, but most
children do not have access to this treatment. Thus,
innovative ways to increase the access ability of
cognitive-behavioral counseling are needed. The
objective of this trial was to evaluate the efficacy of
counselor-guided internet-based on cognitive-
behavioral counseling for children with ADHD
(Lenhard et al. 2017).
Many individuals struggle with residual
symptoms or continue to face significant functional
problems, such as disorganization, procrastination,
and poor problem solving, which require additional
psychosocial interventions, although there is little
guidance for psychotherapists who treat child’s
ADHD have answered the call for evidence-based
treatment guidelines for child ADHD.
Mastering Your Child ADHD: A Cognitive-
Behavioral Treatment Program, both the counselor
guide and its companion client workbook, represents
the first empirically supported psychosocial treatment
manual for child ADHD. To explain the correlation
and influence among variables, the above theory
framework can be visualized in Figure 2.
Cognitive-behavioral Counseling Model to Optimize Cognitive Potentially and Adaptive Behavior of Attention Deficit Hyperactivity
Disorders Students
1017

Figure 2: Research paradigm scheme.
A theory of the inter professional collaborative
learning process of cognitive - behavior counseling’s
students who were engaged in a collaborative
learning experience with students from other allied
health disciplines. Data consisted of semi-
structured interviews with nine ADHD students
from four different inter professional collaborative
learning experiences at three universities. The
emergent theory explained counseling cognitive -
behavior students' need to build a culture of mutual
respect among disciplines in order to facilitate
interprofessional collaborative learning (Howell,
2009).
This research uses quantitative and qualitative
methods altogether. This research is conducted in
order to analyze the tendentious of learning
difficulties of ADHD students, its causes and
teacher’s effort in guiding ADHD students’ learning
difficulties using participative-collaborative (Chen
and Chang, 2016) in examining the worthiness of
hypothetic counseling model cognitive behavioral to
attack learning difficulties of ADHD students. In this
research, the researcher concluded the main
hypotheses as follows: “Cognitive Behavioral
Counseling Model gives contribution to optimization
of cognitive development and adaptive behavior of
ADHD student” and investigated the influence of
ADHD’s motivation on the collaborative discovery
learning process. We aimed to systematically review
evidence for the efficacy and acceptability of group
(cognitive-behavioral) counseling in patients with
depression compared to four intensity levels of
psychosocial interventions (Okumura, 2014).
Many individuals struggle with residual
symptoms or continue to face significant functional
problems, such as disorganization, procrastination,
and poor problem solving, which require additional
psychosocial interventions, although there is little
guidance for psychotherapists who treat child ADHD
have answered the call for evidence-based treatment
guidelines for child ADHD. Mastering Your Child
ADHD: A Cognitive-Behavioral Intervention
Program, both the counselor guide and its companion
client workbook, represents the first empirically
supported psychosocial intervention manual for child
ADHD. On that count alone, it should be considered
an extremely important and much overdue
contribution to the ADHD clinical literature.
The purpose of this research is to find out
counseling model cognitive-behavioral which
optimizing cognitive ability and adaptive behavior of
ADHD students, to find out correlation between
cognitive ability and adaptive behavior of ADHD
students, to examine contribution of counseling
model cognitive behavioral, both of simultaneous and
one by one toward the optimizing cognitive ability
and adaptive behavior of ADHD students, and to find
out the contribution of counseling model cognitive-
behavioral in optimizing cognitive ability and
adaptive behavior of ADHD students.
2 METHOD
The purpose of this research is to find out
effectiveness of counseling model cognitive-
behavioral which optimizing cognitive ability and
adaptive behavior of ADHD students, to find out
correlation between cognitive ability and adaptive
behavior to examine contribution of counseling
model cognitive behavioral, both of simultaneous and
one by one toward the optimizing cognitive ability
and adaptive behavior of ADHD students, and to find
out the contribution of counseling model cognitive-
behavioral in optimizing cognitive ability and
adaptive behavior of ADHD students.
In this research, research methodologies
(variables, instruments, data analysis, sample) both
qualitative and quantitative approach is used.
According to Cresswell (2002), there are three
qualitative-quantitative models, which are: two-phase
design, dominant-less dominant design, and mixed
method design sequence. This research use mixed
method design sequence approach, since the
integrated qualitative and quantitative approach
issued and both are supporting each other.
Quantitative approach is used to examine cognitive
ability optimization, adaptive behavior, and
cognitive-behavioral counseling model effectiveness
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to handle ADHD students’ learning problems caused
by concentration and attention deficit, and impulsive
behavior, while the qualitative approach is used to
find out the rational validity of cognitive-behavioral
counseling hypothetic model in handling
concentration and attention deficit, and impulsive
behavior.
This research is conducted in order to analyze the
tendentious of learning difficulties of ADHD
students, its causes and teacher’s effort in guiding
ADHD student’s learning difficulties using
participative-collaborative (Chen and Chang, 2016)
The main limitation of this work is the absence of
blinded independent evaluations of treatment
outcomes. However, the two previous large studies of
CBT (Counseling Behavioral Treatment) in
medicated clients, as well as the recent four-group
trial, reported effects of very similar magnitude for
independent ratings and self-report ratings of ADHD
symptoms and to decrease its causes such as; less of
concentration, hyperactive behavior, and impulsive
ADHD student both of elementary and secondary
school.
3 RESULTS AND DISCUSSION
The results of this research is obtained through
preliminary study to gain empirical data of: data
profile of implementation of cognitive counseling,
behavioral counseling, and cognitive-behavioral
counseling to optimize cognitive ability and adaptive
behavior of ADHD students; profile of optimizing
problem of cognitive ability and adaptive behavior of
ADHD students; profile of cause factor of optimal
difficulties of cognitive ability and adaptive behavior
of ADHD students; and profile of teachers efforts in
implementing cognitive-behavioral counseling model
to optimize cognitive ability and adaptive behavior of
ADHD students.
Table 1: Test of counseling cognitive-behavior model.
X1
Y1
T1-
X1
Rank
Rank
Positive
Negative
A
89
96
+7
8.00
8.00
B
83
89
+6
7.00
7.00
C
76
74
-2
4.00
-4.00
D
72
90
+8
9.00
9.00
E
85
87
+2
4.00
4.00
F
68
67
-1
1.50
-1.50
G
70
79
+9
10.00
10.00
H
87
92
+5
6.00
6.00
I
75
77
+2
4.00
4.00
J
72
71
-1
1.50
-1.50
Based on the statistical calculation of Wilcoxon
test on first hypothesis with real degree (significant)
0.005 prove that Ho is rejected and H1 is accepted.
This means that ADHD students who receives
cognitive counseling reach a higher cognitive ability
score compare with ADHD students who receives
behavioral counseling (Lenhard et al., 2017). Base
assumption is that the relation between visual (see
objects, words), motor (holding, writing, and tracing),
and auditory (mentioning objects, letters/words
simultaneously as the student write of tracing a word)
as the implementation of cognitive counseling, is a
suitable counseling process to help ADHD students
who usually has cognitive ability disorder, such as:
understanding concept of objects, reading difficulties,
which is difficulties in understanding the relation
between letters and sound, and sound similarities.
Furthermore, the study on second hypothesis
shows that Ho is accepted and H1 is rejected at real
degree (significant) 0.05, or it is shown that there is
no significant differences between the cognitive
ability’s score of ADHD student who receive
cognitive-behavioral counseling and ADHD students
who receives cognitive counseling. Base assumption
of this is the cognitive ability disorder of ADHD
students are understanding relation between
speaking, sound, and symbol. This can be handled
through visual learner or visual thinking and tactile
procedure, as the implementation of cognitive-
behavioral counseling. The cognitive weakness of
ADHD students shows that their way of thinking is
nonverbal. Cognitive skill of ADHD students can be
achieved without spoken language or another process.
The third hypothesis also shows that Ho is
rejected and H1 is accepted at the real degree 0.05 or
in other words the ADHD students who receives
cognitive-behavioral counseling reach higher
cognitive ability score compare with students who
receive behavioral counseling. If the fourth
hypothesis is analyzed, it proves that Ho is rejected
and H1 is accepted at real degree 0.05. It can be said
that ADHD students who receives behavioral
counseling, reach higher adaptive behavior compare
with ADHD students who receives cognitive
counseling. With assumption that ADHD students
can remember adaptive behavior examples easily
through structured visual stimulation in stages, while
the implementation of cognitive counseling process is
focused more on increasing memory aspect and
object understanding concept (cognitive process)
through multisensory technique.
Based on the fifth hypothesis, it is shown that Ho
is rejected and H1 is accepted at real degree 0.05. It
can be said that ADHD students who receives
Cognitive-behavioral Counseling Model to Optimize Cognitive Potentially and Adaptive Behavior of Attention Deficit Hyperactivity
Disorders Students
1019

behavioral counseling reach higher adaptive behavior
ability score compare with students who receives
(cognitive-behavioral) counseling. Behavioral
counseling is one of the relevant counseling methods
that is used to stimulate the adaptive behavior ability
of ADHD children in stages.
The sixth hypothesis shows that Ho is accepted
and H1 is rejected at the real degrees 0.05, or it can
be said that there is no significant difference between
the score of adaptive behavior ability of ADHD
student who receives cognitive-behavioral counseling
compare to ADHD students who receives cognitive
counseling. Furthermore, if the ADHD students who
receives cognitive counseling is compared with
ADHD students who receive behavioral-cognitive
counseling, it shows no significant increase on their
adaptive behavior ability. (McNamara and Horan,
2006).
4 CONCLUSIONS
The conclusion of the study of cognitive-behavioral
counseling model development to optimizing the
cognitive ability and adaptive behavior of ADHD
students are as follows: ADHD students who receives
cognitive counseling reach higher cognitive ability
score compare with ADHD students who receives
behavioral counseling. Hence the conclusion is
cognitive counseling is more effective than
behavioral counseling in optimizing cognitive ability
of ADHD students. A theory of the inter professional
collaborative learning process of cognitive-behavior
counseling’s students who was engaged in a
collaborative learning experience with students from
another allied health disciplines.
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