Behavioral Modification for Children Having

behavioral modification for children having ADHD.

ADHD behavioral modification treatment:

review of current literature

The treatment of Attention Deficit Hyperactivity Disorder (ADHD) usually entails a multi-pronged strategy, encompassing both psychopharmacological as well as psychological techniques. Behavioral modification is one psychologically-based strategy that has been employed for ADHD for over 40 years "A typical BPT program teaches the child's parent how to effectively modify antecedents (e.g., rules, commands) and consequences (e.g., time-out, rewards) for target behaviors (e.g., noncompliance) in the child's environment. Parents then implement these strategies in the home setting to target the reduction of problematic behaviors and increase appropriate behaviors" (Fabiano 2007). Although setting individualized goals and employing rewards in a consistent fashion may be a problem in a large mainstreamed classroom, when teachers try to regularly enforce compliance-enhancing techniques and involve the parent in the treatment of an ADHD child BPT programs can be effective. Recent literature supports the idea that creating an educational approach involving both parents that addresses the child's unique needs and offers consistent rewards for good behavior is most effective. Also, teachers must understand how their ADHD behavioral modification strategies are incorporated in the child's home as well as the school environment.

2007 study entitled "A randomized, controlled trial of integrated home-school behavioral treatment for ADHD, predominantly inattentive type" used behavioral treatment for ADHD students who are primarily inattentive, rather than hyperactive in their orientation and supported the idea that treatment in BPT programs must be individuated. ADHD-I (inattentive) children often seem 'spacey' rather than defiant. The finding of the study was that behavioral modification treatment, when specifically adapted for ADHD-I and coordinated amongst parents and teachers significantly reduced symptoms. This specific population of ADHD-I children was chosen because of the lack of extensive research done on this manifestation of ADHD. Most of the research has focused on ADHD with a hyperactive component, because this poses more behavioral problems in the classroom. Also, ADHD-I tends to show less of a positive response to medication (Pfiffner, 2007). Focusing on social skills training for disruptive youths that is the usual curricula of behavioral modification programs ignored "the profound differences in attentional problems and impairments between the two major types of ADHD... those with ADHD-I have more severe alertness/orientation problems, including more symptoms of sluggish cognitive tempo" or daydreaming (Pfiffner 2007). The success of the approach tailored to a specific subpopulation's need, with "less focus on disciplinary strategies and greater focus on improving homework routines, independence, and organizational and time-management skills to improve academic problems" was not only highly successful, but highlights the need for greater specificity in diagnosis and treatment of ADHD students. The randomized control study of 69 children involved using social modeling, rewards to shape behavior, setting goals for social interactions, and school functioning as well as the use of 'tokens' or gold stars and other rewards for meeting goals and staying on task. The children were not 'home schooled,' despite the misleading title of the study, they did attend school in a general setting, but the 'home schooling' component nature of the study was that parents administered the BPT therapy as well as teachers.