ADD/ADHD/HYPERACTIVITY DISORDER​  Click To Call 502-709-9652

 ADD/ADHD/HYPERACTIVITY DISORDER

A growing number of our youth in school are being identified as having attention-deficit /  hyperactivity disorder or similar diagnosis. Students displaying the following behavioral patterns may be diagnosed as having this disorder:  a pattern of restlessness and hyperactivity leading to attention deficit or a  learning disability;

inability to focus attention long enough to learn appropriately;
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often fidgets with hands or squirms in seat;

often leaves seat in situations where sitting is required;

moves about excessively in situations in which it is inappropriate;

unable to exclude extraneous stimulation;

blurts out answers before the questions have been completed;

has difficulty waiting in lines or waiting his or her turn;

often intrudes or talks excessively;

acts too quickly on feelings without thought or deliberation;

low self-esteem and poor social skills that lead to alienation from peers.

PROBLEM AREAS
Problem areas addressed may include:
Attention -Deficit-Hyperactivity Disorder, Combined Type:
Attention-Deficit/Hyperactivity Disorder Predominantly Hyperactivity-Impulsive Type;
Attention-Deficit/Hyperactivity Disorder NOS;
Conduct Disorder;
Oppositional Defiant Disorder;
Disruptive Behavior Disorder NOS;
Alcohol-Induced Mood Disorder;
Substance-Induced Mood Disorder;
Adjustment Disorder With Mixed Disturbance of Emotions and Conduct;
and Impulse-Control Disorder NOS.
Antisocial Personality Disorder;
Borderline Personality Disorder.

LONG TERM GOALS
Some typical long-term goals may include:
to maintain a program of recovery from substance abuse and reduce the negative effects of Attention-Deficit- Hyperactivity Disorder (ADHD) on learning, social interaction, and self-esteem;
to develop the coping skills necessary to improve ADHD and eliminate substance abuse;
to understand the relationship between ADHD symptoms and substance abuse;
 to develop the skills necessary to bring ADHD symptoms under control, normal learning can take place;
to create an environment relatively free of extraneous stimulation so the client / student can concentrate;
and to decrease impulsivity by learning how to stop, think, and plan before acting.
 
SHORT TERM GOALS
Typical short-term goals may include:
Complete psychological testing to confirm the diagnosis of ADHD;

Complete psychological testing to rule out emotional factors as the basis for maladaptive behavior or Complete psychological testing to rule out learning disabilities as the basis for maladaptive behavior; 

Monitor symptoms of ADHD on a daily basis and rate the severity of symptoms each day on a scale of 1 to 10;

and Verbalize the Powerlessness and Unmanagability that resulted from treating ADHD symptoms with and without substance abuse.

 
CLINICAL INTERVENTION
Clinically therapeutic interventions may include:

Arranging for a thorough psychological testing to confirm the presence of ADHD in the client/student;

Arranging for psychological testing to rule out emotional factors or learning disabilities as the basis for the client’s / student’s maladaptive behavior;
Verbalizing the relationship between ADHD and substance abuse;

Implementing a program of recovery structured to bring ADHD and substance abuse under control; failure to learn;

Teach the client/student how to monitor ADHD symptoms and rate the severity of symptoms on a scale of 1 to 10 each day;

Using a step one exercise, help the client/student accept his/her powerlessness over and inability to manage ADHD symptoms and substance abuse;

Using a biopsychosocial approach, explain the relationship between ADHD symptoms and the use of substances to control symptoms;

Help the client /student develop a program of recovery that includes the elements necessary to bring ADHD and substance abuse under control (e.g., medication, behavior modification, Environmental controls;

Report instances when relaxation techniques reduced tension and frustration while increasing focus in a learning situation;

Give feedback to the client /student and his/her family regarding psychological testing results;

Develop and implement an exercise program that includes exercise at a training heart rate (220- age x.75 to .85) for at least 20 minutes at least 3 times weekly;

develop an aftercare program that includes regularly attending recovery group meetings, getting a sponsor and continuing the therapy necessary to bring ADHD and substance abuse under control;

Teach the client /student how to make lists and keep a calendar to remind him/her about appointments and daily obligations;

Using modeling, role playing, and behavioral rehearsal, show the client /student how to take time-out and breaks when feeling restless or irritable;

List five ways a higher power can be used to assist in recovery from ADHD and substance abuse;

Comply  with a physician evaluation to determine if psychotropic intervention is warranted and take any medications as directed;

Implement remedial procedures for any learning disabilities that add to frustration;

Reduce environmental stimulation to the point that the client /student can can concentrate and new learning can take place;

Keep a list and use a calendar to remember daily appointments and obligations;

use modeling, role playing, and behavioral rehearsal, to show the client/student how to stop, think, and take breaks as needed to keep ADHD symptoms under control;

assist the client in setting up learning periods in small increments;
explain how to extend periods of  concentration in small increments; then teach them hew to reinforce him/ herself;

verbalize an understanding of the importance of learning
explore the emotions associated with events; 

train client /student to replace negative expectations and disparaging self-talk with positive self-talk in a learning situation;

review specific instances of failure to learn and the negative errors associated with the experience;

role play and model constructive alternative coping behaviors using  cognitive focusing;

role play and model constructive alternative coping behaviors by making lists;

role play and model constructive alternative coping behaviors using relaxation/deep  breathing;

role play and model constructive alternative coping behaviors using reduce distractions;

role play and model constructive alternative coping behaviors using shorten learning sessions;

role play and model constructive alternative coping behaviors using  repeat instructions verbally;

role play and model constructive alternative coping behaviors using  repeat instructions verbally;

using role playing, modeling, and behavioral rehearsal, teach social skills to control impulsivity, reduce esteem;

direct therapy sessions that focus on social skill development, getting feedback from peers for client /student socialization behavior;

reinforcement positive social interaction with peers and explore the positive self-esteem that results from the  successful interactions
and  relaxation;

teach the client/student how to relax;; then assign the client/student to relax twice  a day for 10-20 minutes;

encourage client/student to implement  relaxation skills when feeling tense/frustrated by a learning situation, as a coping and focusing mechanism;

Practice taking time-outs and breaks when feeling
stressed or irritable;

 Above all please remember that help is available for ADD, ADHD, Attention Deficit Disorder and or Hyperactivity Disorder.

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