| Finding a successful treatment for attention | | | | an infraction. If there is not consistence in |
| deficit and hyperactivity disorder is | | | | the ramifications, the behavior will |
| extremely important for families that have | | | | continue. |
| children with this disorder. Typically, | | | | |
| families can choose from a couple of | | | | Living in the present, children with ADHD |
| different methods for handling the situation. | | | | often do not have a full concept of the past |
| Once the family has talked with the doctor, | | | | or the future. Because of this, these |
| they will then decide which option is best | | | | children will often act without any thought |
| for them. | | | | as to what might happen because of their |
| | | | action. They probably will have difficulty |
| Since ADHD children act out impulsively and | | | | remembering past events that were similar |
| sometimes aggressively, they are often hard | | | | unless the consequence has been deliberately |
| to handle. It is not unusual for them to | | | | taught many times. |
| unexpectedly act out with extreme behaviors. | | | | |
| To find some relief, families often seek ADHD | | | | A family can work with a professional |
| treatments in order to be able to manage | | | | therapist to incorporate behavior therapy, |
| these difficult behaviors. One method may | | | | which has been found to be the most |
| involve psychotherapy that helps the child to | | | | successful treatment. With structure and |
| identify and cope with emotions that may be | | | | routine, the child with ADHD learns social |
| the root of the aggression or impulsiveness. | | | | skills, cause and effect, organization, and |
| | | | other helpful behaviors that are intended to |
| Since children with ADHD often don't | | | | replace the disruptive behaviors. |
| interpret social interactions well, they | | | | |
| usually don't follow the normally accepted | | | | The adults also have to make adjustments that |
| social rules. Treatment may involve have the | | | | will help the child to succeed. For example, |
| child to interact socially in order to learn | | | | one student may have trouble staying still |
| those rules. The difficulty will usually be | | | | while finishing a task. Even though the |
| in getting the child to focus for a suitable | | | | treatment may be trying to teach him/her to |
| period of time to be able to learn the social | | | | sit still, it may have the opposite effect of |
| skills he/she is lacking. | | | | not allowing the student to concentrate. If |
| | | | the child is allowed to move but has to |
| Usually, children pick up on subtle unspoken | | | | remain focused on the task, it may work |
| rules of conversation. This is not true for | | | | better. |
| many ADHD children, so they have to be | | | | |
| purposefully taught to make eye contact and | | | | Since the child is an individual, the |
| to wait for their turn to speak. I found this | | | | treatment that is chosen needs to be best |
| website helpful during my research | | | | suited to his/her needs. Treating the child |
| Consequences for certain actions also have to | | | | as a unique person is the first step to |
| be taught. To do this, the consequence must | | | | finding an approach that will lead to |
| be enforced consistently each time there is | | | | successful treatment of the ADHD. |