This article describes a case study in which a 7-year-old first grade boy (Phil) underwent neuropsychological assessment to determine the possible existence of attention deficit hyperactivity disorder. Subsequent performances on tests of attention and executive functioning were quite variable. Specifically, there were indicators of inattention, erratic response style, and executive dysfunction evidenced by a large number of commission errors. In addition, there were difficulties maintaining attentional focus in the presence of distracters, weaknesses in working memory, information processing speed, and difficulties with planning and inhibition. Treatment implications are subsequently described, particularly the growing use of computer-assisted cognitive training to address working memory and executive functioning. Finally, the article concludes with a discussion about how to employ neuropsychological results in an effort to meaningfully engage the family of an attention deficit hyperactivity disorder child in long-term therapy.
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