Behavior Modification Therapy For Adhd

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Positive reinforcement occurs after a behavior is exhibited in order to insure the behavior will continue. The following research studies used positive reinforcement treatment plans to increased compliance behavior for children with Oppositional Defiant Disorder and Attention Deficit Hyperactivity Disorder that exhibit stereotypical behavior. The results showed that by using positive reinforcement techniques, children’s disruptive behavior was reduced. Results showed that the positive reinforcement procedures were very effective in various settings such as a school, in home and clinical settings. This paper will discuss the positive reinforcement techniques used to reduce disruptive behavior in children with ODD and ADHD. The purpose of the treatment intervention is to encourage participants to be responsible by putting their toys away when told, by using positive reinforcement. The goal is for participants to learn, how to exhibit good behavior.

Once a comprehensive assessment has been conducted, a clinician can begin to develop an individualized treatment plan to target the child’s specific symptomology. Behavioral modifications are considered to be a first line of treatment for young children with ADHD. When parenting techniques are proven to be ineffective or the symptoms are too severe to be corrected with behavioral modifications alone, pharmacological interventions may take precedence (Connor, 2002). Contrarily, multimodal treatment packages have been a main focus for the last decade (Mash & Barkley, 2006; Hinshaw, Klein, & Abikoff, 2007). The Multimodal Treatment of ADHD (MTA) study is arguably the most influential study regarding evidence-based treatment for ADHD. The MTA study evaluated the effectiveness of four different treatment groups: medication management, intensive behavioral treatment, combination of medication and behavior treatment, and routine community care (control) (Jensen et al., 2001; MTA Cooperative Group, 1999). Initially, combination treatment and medication alone were found to be superior to behavior treatment and routine community care and yielded no significant difference for managing ADHD symptoms (MTA Cooperative Group, 1999). After secondary analyses, the combination treatment group was shown to have the greatest incremental effects and was also effective in managing comorbid symptoms (Jensen et al., 2001).

One treatment for ADHD incorporates Cognitive Behavioral Therapy, Counseling, and Social Skills training to address deficits in emotional regulation including low self-esteem, anger or aggression, anxiety or withdrawal, loneliness, and depression. People who are diagnosed with ADHD can learn conversational skills and can also improve tasks like organization, and memory. Studies have shown that interventions like Cognitive Behavioral Therapy, Counseling, and Social Skills training to address deficits in emotional regulation including low self-esteem, anger or aggression, anxiety or withdrawal, loneliness, and depression. People who are diagnosed with can learn conversational skills and can also improve tasks like organization, and memory. Studies have shown that interventions like these improve these children 's relationships with their classmates, which helps in the development of control of aggressive impulses, feelings of acceptance and belonging, morality, stress resistance, self-esteem, and cooperative social exchange skills (Guevremont & Dumas, 1994). Other treatments for ADHD include Neurofeedback; this involves having a Electroencephalogram (EEG) to measure brain waves, using a computer program to help increase brain waves related to attention, focus and concentration.( Treatments & Outcomes. (n.d.). Retrieved April 20, 2016).

Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the

Helseth et al. (2014) discussed the effects of reinforcement for deviant peer behavior (RDPB) on 151 elementary age children with a definite diagnosis of ADHD and 71 children without ADHD. It was hypothesized “that reinforcement of deviant peer behavior would be significantly more prevalent among children with ADHD-CP [conduct problems] and ADHD-only than controls, and more prevalent

Introduction: People with ADHD may have difficulties focusing their attention on a single task. They may also have a hard time sitting still for long periods of time. It is any range of behavioral disorders occurring primarily in children, including such symptoms as poor concentration, hyperactivity, and impulsivity. According to the Centers for Disease Control and Prevention (CDC), the term neurobehavioral refers to “the way the brain affects emotion, behavior, and learning.”

The second form of treatment options that are available include therapy. Thompson and Miller (2012) explain that behavioral therapy is the best form of therapy for an individual who has ADHD (pg 4). Behavioral therapy can be defined as a form of therapy designed to teach an individual to react to situations in the correct form with the help of positive reinforcement and a reward system. When a negative response is produced the therapist will not reward the individual, but instead try to get the individual to produce the correct response to the given situation. Behavioral therapy can be used in any setting, whether it be in a therapist’s office, at home, at school, in public, or at work. Thompson and Miller (2012) explains that the combination of both medication and behavioral therapy can be extremely beneficial and can produce the best results (pg 5).

Of the existing non-pharmacological interventions aimed at treating ADHD, behavioral parent training (BPT) has garnered substantial empirical support. These programs are geared to-wards children who display

ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a

Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and

For a typical person with Attention Deficit Hyperactivity Disorder (ADHD) sitting down to do a task such as homework can be agonizing, the physical act of staying in place, being as difficult as concentrating on the work. The person with ADHD may go on in life to have social problems because symptoms such as hyperactivity, inattention, and impulsivity, are mistaken as laziness or self-centeredness (14). The problems of ADHD often develop further manifesting as compulsive disorder, depression, school and job failure, relationship trouble, and substance addiction (5). ADHD is a psychiatric disorder, first documented by the medical society in 1902, that is diagnosed in 3%-5% of

ADHD Research Attention deficit/hyperactivity disorder (ADHD) is a disability in which children consistently show one or more of the following characteristics over a period of time. (1) Inattention, (2) hyperactivity, and (3) impulsivity (Kirst-Ashman, Zastrow 2004). Children who are inattentive have difficulty focusing on any one thing and may get bored with a task after only a few minutes. Children who are hyperactive show high levels of physical activity, almost always seeming to be in motion. Children who are impulsive have difficulty curbing their reactions and don’t do a good job of thinking before they act.

Pharmacological treatments have been the most widely used and recommended treatment in the past 30 years but despite their beneficial effects on ADHD patients; there are limitations when it comes to their clinical effectiveness. Past studies on MPH have shown that the effects are more focused on the core symptoms of ADHD (hyperactivity, inattention, and impulsivity) and the effects are less pronounced on improving long-term academic achievements and peer relationships (Conners 2002; Hoza et al., 2005). Considering these limitations, there is still a need to examine the benefits of psychosocial treatments.

accommodations in academic areas. However, behavioral accommodations were understood and implemented. Surprisingly, elementary and intermediate teachers didn’t apply individual adjustments to students with ADHD (Nowacek & Mamlin, 2007). It becomes important to stress that educators need strategies that are quick and accessible to implement within daily busy schedules. Developing time sensitive strategies that can be managed in a reasonable amount of time will ensure that teachers will address ways to give students an opportunity to gain success with not only behavior, but academics as well. After all, children are the future of our society.