Current strategies in
the management of ADHD symptoms and behavior focus on parent skills
education, behavioral management, environmental modifications, psychotherapy
and psychoeducational programs.1 Most agree that these interventions
should precede and or coincide with pharmacological interventions. These
interventions are highly dependent on age. Behavior management and token
rewards work well in younger children and education is more applicable to adolescents
and adults. There are few clinical studies that have been designed to assess
specific behavioral strategies, but the consensus of current opinion will be
reviewed here.
Most individuals are more likely to overcome their weakness
what they understand what they are and how they manifest. The National
Institute of Health (NIH) recommends that individuals with ADHD, adjusting for
age, should begin to learn more about ADHD and how is impacts their lives.2
A better understanding that nothing is “wrong” with them and they have to work
harder in certain areas typically reduces the defensiveness and poor
self-esteem that often accompanies children and adults with undiagnosed ADHD.3
This is best accomplished by ADHD education and some may require psychotherapy
to cope with these feelings according to the National Institute of Health (NIH).4
Following professional assessment and diagnosis of ADHD, the
greatest weaknesses identified should be discussed with the child, parent or
adult being evaluated. The National Institute of Mental Health (NIMH)
recommends that children and Adults with ADHD should be educated on how to
recognize situations and conditions that place them at a disadvantage, based on
their weaknesses.5 For example, it is better to study in a quiet
location with minimal chance of auditory and visual distractions if a child is
easily distracted. On the other hand, having a “study buddy” to review flash
cards or quiz each other may help someone that has a limited attention span
when directly studying from a textbook.
The University of Maryland School of Medicine recommends
that younger children benefit from a structured, daily routine with consistent boundaries
and establishing an attainable behavioral reward system.6 For a more
successful school experience it is beneficial to prepare the teacher and share
effective strategies. Ongoing communication with the teacher is essential.
The psychoeducational approach for adolescents and adults
should be centered around establishing effective organizational skills
1. A.
Montoya a, F. Colom b, M. Ferrin. Is psychoeducation for parents and teachers
of children and adolescents with ADHD efficacious? A systematic literature
review. European Psychiatry 26 (2011)
166–175
2. http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml
3. van den
Hoofdakker BJ, van der
Veen-Mulders L, Sytema S,
Emmelkamp PM,
Minderaa RB,
Nauta MH.
Effectiveness of behavioral parent
training for children with ADHD in routine clinical practice: a randomized
controlled study. J Am Acad Child Adolesc Psychiatry. 2007 Oct;46(10):1263-71. http://www.ncbi.nlm.nih.gov/pubmed/17885567
6.
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