There are two kinds of #behavioral treatments that can help #kids with #ADHD (attention-deficit hyperactivity disorder). While they don’t change the symptoms of #ADHD, they do teach #kids how to manage them. Some #kids who get #behavioral treatment might need to take medication as well. For others, #behavioral treatment is enough to keep their #ADHD symptoms under control.
The first kind of #behavioral treatment involves helping #kids control impulsive #behavior. This is often called “#parent training” because #kids and #parents participate together. This therapy helps #parents learn more helpful ways to respond to #behaviors like throwing tantrums or ignoring instructions. Most #parent training programs focus on using praise and consistent consequences to encourage positive #behavior.
The second kind of #behavioral #ADHD treatment focuses on a set of skills called “executive functions.” Executive functions include staying organized, planning tasks, and managing time. #Behavioral training can help #kids build skills to stay on top of schoolwork and manage responsibilities at home. A learning specialist can help #kids practice using tools like checklists, planners, and reward charts to make plans and stay on task.
#Behavioral treatments for #ADHD can be a lot of work for both #parents and #kids. However, there’s a lot of evidence that they lead to better outcomes. #Kids with more extreme #behavior problems do especially well. There is less evidence that #behavioral treatments work well for #teens with #ADHD, but they may help in some cases.
There are two kinds of #behavioral interventions that can help #children with #ADHD manage their symptoms of hyperactivity, impulsiveness, and inattention. These #ADHD therapies don’t affect the core symptoms, but they teach #children skills they can use to control them. Some focus on strategies for staying organized and focused. Others aim at cutting down on the disruptive #behaviors that can get these #children into trouble at #school, make it difficult for them to make friends, and turn family life into a combat zone.
Some #children, especially those with severe #ADHD symptoms, benefit from #behavioral therapy along with medication; for others, the training may make enough difference to enable them to succeed in #school and function well at home without medication.
One important reason for #kids to participate in #behavioral therapy (whether or not they also take medication) is that #ADHD medications stop working when you stop taking them, while #behavioral therapy can teach #children skills that will continue to benefit them as they grow up.
For #behavior problems
For #kids whose impulsive #behavior is creating conflict at home and getting them into trouble at #school, therapy can help them rein in the #behavior that’s problematic and establish more positive relationships with the #adults in their lives. It’s called, generally, #parent training, because it involves working with #parents and #children together. It trains #parents to interact differently with #children, in order to elicit desirable #behavior on the part of the #child and discourage #behavior that’s causing them trouble.
#Parent training is not just for #children with #ADHD, but since #kids with #ADHD are often prone to tantrums, defiance, and tuning out parental instructions, it can substantially improve their lives, and the wellbeing of their whole families. Though it focuses on interaction with #parents, it’s also been shown to reduce outbursts and other problem #behaviors at #school, as the skills kids learn in responding to very predictable parental interactions are transferrable to other settings. The training is generally done by clinical #psychologists.
There are several kinds of #parent training that have been shown to be effective, including #Parent-#Child Interaction Therapy (PCIT), #Parent Management Training (PMT), Positive Parenting Program (Triple P). They all teach #parents how to use praise, or positive reinforcement, more effectively, as well as consistent consequences when #kids don’t comply with instructions. They result in better #behavior on the part of #children, decreased arguing and tantrums, better #parent-#child interactions, and reduced parental #stress.
Young #children with #ADHD often find themselves scolded or punished much more than they are praised, so a clear way to earn positive attention from the most important people in their lives can be a big motivator. It’s not unusual for #kids who’ve been negatively affected by their #behavior problems—kicked out of preschool, black-listed from play dates—to make dramatic improvements through #parent training.
#School interventions
Young #children with #ADHD can benefit from systems that encourage positive #behavior, like the “Daily Report Card.” These approaches pinpoint specific goals for #behavior in #school, give #kids feedback on how they’re doing, and reward them for meeting those goals successfully.
#Parents and #teachers work together on the Daily Report Card. #Teachers choose goals for an individual #child based on the #behaviors that present the biggest challenges for them. Goals might involve academic work (finishing tasks), #behavior towards peers (reducing teasing or fighting) and adherence to classroom rules (not interrupting, staying in their seat, following instructions). The #teacher rates the child’s performance each day on each goal. They get a star or a check for each positive #behavior, and if they get enough during the day, there is a prize for them when they get home—coveted screen time or some other small reward.
This kind of system can be very helpful for #children from preschool to as old as 12.
#James Donaldson notes: Welcome to the “next chapter” of my life… being a voice and an advocate for #mentalhealthawarenessandsuicideprevention, especially pertaining to our younger generation of students and student-athletes. Getting men to speak up and reach out for help and assistance is one of my passions. Us men need to not suffer in silence or drown our sorrows in alcohol, hang out at bars and strip joints, or get involved with drug use. Having gone through a recent bout of #depression and #suicidalthoughts myself, I realize now, that I can make a huge difference in the lives of so many by sharing my story, and by sharing various resources I come across as I work in this space.#http://bit.ly/JamesMentalHealthArticle
Order your copy of James Donaldson’s latest book, #CelebratingYourGiftofLife: From The Verge of Suicide to a Life of Purpose and Joy
The other broad area of #behavioral help for #kids with #ADHD includes skills-based interventions to teach techniques they can use to stay on top of their schoolwork and manage their responsibilities at home. This kind of training, which is done by learning specialists, teaches #kids skills to maximize their strengths and compensate for their weaknesses.
#Children with #ADHD tend to be weak in what we call “executive functioning.” Executive functions are the self-regulating skills that we all use to accomplish tasks, from getting dressed to doing homework. They include planning, organizing time and materials, making decisions, shifting from one situation to another, controlling our emotions and learning from past mistakes.
To bolster #kids with weak skills in these areas, learning specialists teach a mix of specific strategies and alternative learning styles that complement or enhance a child’s particular abilities.
With elementary #school #children, the learning specialist usually works with #parents and #kids together, to establish routines and tools to use to get work done successfully and with minimal conflict. For instance:
Checklists can be useful for anything from getting out of the house on time in the morning to doing homework after #school to the bedtime routine. Since the steps necessary for completing a task often aren’t obvious to #kids with #ADHD, defining them clearly ahead of time, and posting them prominently, makes a task less daunting and more achievable.
Educational #therapists also recommend assigning a time limit for each step, particularly if it is a bigger, longer-term project. Deadlines can sneak up on all of us, but #kids with #ADHD are particularly susceptible to underestimating how long it will take to do something.
Using a Planner is essential for #Kids with #ADHD who have what’s called poor working memory, which means it is hard for them to remember things like homework assignments.
A rewards chart at home, as well as at #school, can help motivate #kids who are easily distracted and struggle to acquire new skills.
For middle and #highschool aged #students, educational #therapists work with #kids to develop systems for tackling the work, both organizationally and academically. For #kids with #ADHD, managing their time and #school materials can be a huge issue—not leaving enough time to study or complete projects, forgetting to use their planner, losing track of assignments. Materially, their backpacks may be a disaster, notes Michael Rosenthal, PhD, a neuropsychologist. Specific skills like studying, memorizing, note-taking, and doing assignments on time can all be addressed.
And executive functions apply to academics, as well as managing homework, explains Dr. Rosenthal. Reading, writing and math all involve skills #kids may be weak in. A middle schooler might be a perfectly fluent reader, he explains, but at the same time have difficulty capturing the point of each paragraph or summarizing what they’ve read. Writing requires organizing thoughts into a narrative, imagining what the intended audience needs to know, staying on topic, and writing to a chosen length, among other skills. Math requires multi-step operations, and word problems require extracting the information important to solve the problem. These are all skills that educational #therapists can focus on with #children to strengthen their learning strategies.
Spelling out the rationale
While a #child is learning new skills, they need to understand how they will help them. “#Kids with attention problems, in particular, are very pragmatic in a way about how much effort to put into things,” explains Matthew Cruger, PhD, director of the #ChildMindInstitute’s Learning and Development Center. “We think of it as ‘neuroeconomics’ — they save their energy for things they are confident will pay off.” A good educational #therapist will structure skill building so that #kids score successes. “When #kids put hard work into something, they expect a return, and if they don’t see the return, it’s doubly frustrating,” says Dr. Cruger. “They’ll think, ‘You see, it wasn’t a good idea to try.’”
The bottom line
The frustrating thing about #behavioral interventions like #parent training and Daily Report Card is that they are labor-intensive for #parents and #teachers, in addition to the #kids themselves. “#Parents may have the preconception that when they bring a #child for therapy the #child is going to be doing the work,” notes Jill Emanuele, PhD, Senior Director of the #MoodDisorders Center at the #ChildMindInstitute. “But this takes a huge investment on the part of #parents.” On the other hand, she adds, “the training can be a huge help to #parents, too, who often come to us feeling burned out and ineffective in handling these #kids. They develop a lot of confidence.”
There is evidence that these #parent and #teacher-based interventions do improve the outcome for #children with #ADHD, though they don’t directly affect symptoms. “Ideally, these environmental adjustments will alter the developmental trajectory of the #child or #adolescent with #ADHD,” explains #ADHD specialist Russell Barkley, PhD. “However, such interventions are not expected to produce fundamental changes in the underlying deficits of #ADHD, rather they only prevent an accumulation of failures and problems secondary to #ADHD.”
The strongest gains, Dr. Barkley notes, are in #children who are particularly defiant or oppositional. “Thus, researchers and clinicians should anticipate,” he notes, “that long-term studies are more likely to find treatment effects on problems secondary to #ADHD than on deficits specific to #ADHD.”
#Teenagers with #ADHD
Once #children with #ADHD reach #adolescence, there is less evidence for the effectiveness of #behavioral training. Several studies have failed to show results for #cognitivebehavioraltherapy for #teens with #ADHD, Dr. Barkley explains, but #CBT does have a role for #kids with #ADHD who develop secondary problems like conduct disorder and oppositional defiant disorder.
And Dr. Emanuele notes that since #ADHD puts #kids at risk for developing an #anxiety or #mooddisorder, many of them are treated with CBT for those disorders. In some cases, she notes, #kids have actually outgrown their #ADHD symptoms but they’re still struggling.
Please follow and like us:
James Donaldson is a Washington State University graduate (’79). After an outstanding basketball career with WSU, he went on to play professional basketball in the NBA with the Seattle Supersonics, San Diego/L.A. Clippers, Dallas Mavericks, New York Knicks, and Utah Jazz. He also played for several teams in the European Leagues in Spain, Italy, and Greece, and he toured with The Harlem Globetrotters to wrap up his career. James was an NBA All-Star in 1988 while playing center for the Dallas Mavericks. In 2006, James was inducted into the Pac-10 Sports Hall of Fame and also the Washington State University Athletic Hall of Fame. In 2010, James was elected as a board member for the NBA Retired Players Association.
James frequently conducts speaking engagements (motivational, inspirational, educational) for organizations, schools, and youth groups.
In 2010, James was the recipient of the NBA Legends of Basketball ABC Award, awarded for outstanding contributions in Athletics–Business–Community.
He believes in being a role model for success and professionalism to the scores of young people to whom he devotes so much of his time. He currently serves on several boards and committees and is a member of many organizations.
James believes in developing relationships that create a “Win-Win” environment for everyone involved, and in being the best he can be!
For more information about James Donaldson or to request he speak at your event, contact him at:
James Donaldson is the author of “Standing Above The Crowd” and “Celebrating Your Gift of Life” and founder of the Your Gift of Life Foundation which focuses on mental health awareness and suicide prevention, especially pertaining to our school aged children and men.
If you’re interested in having James come and speak to your group of young adults, business entrepreneurs, aspiring political and community leaders, and athletic teams, please contact him at jamesd@yourgiftoflife.org and or leave a personal message for him at 1-800-745-3161. Keep up with him and read about how he is reaching out and making a difference in the lives of so many around the world at www.yourgiftoflife.org
Related
READ LATER - DOWNLOAD THIS POST AS PDF >> CLICK HERE <<
