SHS 410 ADHD Therapy - M. Scaub PDF

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SHS 410 3-26-14 ADHD Therapy •

Bx modification is used in Tx to help structure and control Bx. It

has been used as a language training technique. •

Cognitive Behavior- clinician uses reinforcement in order to teach a

skill for Bx, and the cognitive part is learning the skill. o

Ex. Skill: teaching your client how to put a toy car together

♣

First do cognitive modeling- model how to do the skill in a

meaningful activity and talk aloud as you do it, which is called Self-Talk. The cognitive part of the activity is role-playing. Also, you are giving the child the appropriate language as you are using Self-Talk ♣

Overt External Guidance- the child now performs the task that you

showed them how to do, and the clinician verbalizes the instructions. This is called Parallel Talk. ♣

Overt Self Guidance- the child performs the task while verbalizing

aloud what they are doing. The child is now doing the Self Talk. At this point, the child has learned the language that was modeled. ♣

Faded Overt Guidance- now the child performs the task again, and he

whispers what he is doing ♣

Covert- the child is able to do the activity, and he can do the

self-instruction without having to say it aloud. He has internalized the language- he can think in the appropriate language. o

During this activity, you choose the language that you want to teach.

o

Cognitive part- you are teaching through modeling and the child

learns through imitation o

Behavior- the child begins to try out what you have modeled. It is

clinician directed. o

You are teaching the concept in a meaningful unit. You are teaching

the client to imitate what you said, in addition to internalizing and thinking in language. •

Problem Solving

o

These children do not understand, so you must teach the steps to

problem solving. ♣

Identify the problem

♣

Consider the solution

♣

Choose the solution

♣

Try the solution

♣

Evaluate

o

Can be a big issue.

•

Special Considerations

o

Inability to attend

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Be sure to get the child’s attention before you give instructions

♣

You may have to repeat things more than once

o

Inability to inhibit reactions

♣

Reduce the stimuli if the child has difficulty with too much going

on. For example, put the toys out in the hall. ♣

Have the child sit closer to you. This may calm the child. For a

very active child, be sure to sit between the child and the door. o

Slow processing speed

♣

Give the child more time to respond.

♣

Give small amounts of information at a time.

♣

Speak slowly

♣

Provide redundancy

♣

Sometimes it helps to say it in a different way- repeat, but differently

♣

Overtrain skills- be sure the child is good at whatever you are

asking them to do o

Problems with organizing

♣

Provide structure

♣

Provide scaffolding for the child to be successful

♣

Give the child organizational strategies and materials: calendars,

lists, and recordings. Technology can be very helpful. ♣

Help the child understand and recognize when he is becoming confused

and chaotic. •

Auditory Processing Issues

o

Auditory training and listening activities are helpful. This trains

how to follow directions. Also helps with discrimination. o

Environmental Modification

♣

Speech reading

•

Get visual cues from watching the face

♣

Amplification

•

Somewhere around 15 dB will make a difference

♣

Visual cues

•

Needed if the child has auditory issues.

•

Write things on the board

♣

Seating

•

Want the child closer to the speaker

♣

Untimed testing

•

This is a recommendation for the teacher

•

ADHD children do not do well with timed information....