ADD / ADHD Behavior-Change Resource Kit Ready-to-Use Strategies and Activities for Helping Children with Attention Deficit Disorder

by Flick, Grad L.

• ISBN13: 9780876281444
• ISBN10: 0876281447
• Edition: 1st
• Format: Paperback
• Copyright: 1998-01-02
• Publisher: Jossey-Bass

Summary

For teachers, counselors and parents, this comprehensive new resource is filled with up-to-date information and practical strategies to help kids with attention deficits learn to control and change their own behaviors and build the academic, social, and personal skills necessary for success in school and in life. The Kit first explains ADD/ADHD behavior, its biological bases and basic characteristics and describes procedures used for diagnosis and various treatment options. It then details a proven set of training exercises and programs in which teachers, counselors and parents work together to monitor and manage the child's behavior to achieve the desired results.

Author Biography

Grad L. Flick received his Ph.D. in Clinical Psychology from the University of Miami in 1969 with APA-approved internship at the University of Florida Medical Center. A licensed psychologist since 1971, Dr. Flick has specializations in neuropsychology and applied psychophysiology. He has been certified in stress management and employee assistance, and he has Fellow and Diplomatic status from the American Board of Medical Psychotherapists. He has also held positions in psychology at the University of New Orleans and Louisiana State University School of Medicine, and has served as consultant to several hospitals in the New Orleans and Mississippi Gulf Coast area. Since 1971, he has been in private practice and is currently director of Seacoast Psychological Associates, Inc. Dr. Flick and his wife, Alma L. Flick, Ph. D., specialize in the evaluation and treatment of children, adolescents, and adults with Attention Deficit Disorder, and other learning and behavioral problems. Dr. Grad Flick is also director of the ADD Clinic, which offers year-round programs for children, adolescents, and adults, as well as behavioral and cognitive therapies, and traditional and group therapies. A Summer Camp and summer program for children with ADD/ADHD are also offered.Dr. Flick, who is currently Adjunct Professor at the University of Southern Mississippi Regional Gulf Park Campus in Long Beach has numerous publication credits, has conducted many workshops for both parents and teachers on ADD, and has given lectures to various parent and teacher organizations on ADD and Child Management. He is the author of Power Parenting for Children with ADD/ADHD: A Practical Parent's Guide for Managing Difficult Behaviors (The Center for Applied Research in Education, 1996), ADD/ADHD Behavior-Change Resource Kit (The Center for Applied Research in Education, 1997), and Managing Difficult Behavior in the Classroom: A Pocket Guide for Teachers (Seacoast Publications, 1999). He has over 28 years' experience in both research and clinical practice with children who present attentional, learning, and/or behavioral disorders. Drs. Grad and Alma Flick have also parented a child with learning disability and Attention Deficit Hyperactivity Disorder.

Table of Contents

ACKNOWLEDGMENTS	iv	(1)
ABOUT THE AUTHOR	v	(2)
ABOUT THIS RESOURCE KIT	vii
Chapter 1 ESSENTIAL BACKGROUND INFORMATION	1	(36)
WHAT IS ADD/ADHD?	1	(1)
CORE CHARACTERISTICS OF ADD/ADHD	2	(3)
Inattention	2	(1)
Impulsivity	3	(1)
Hyperactivity	4	(1)
ADDITIONAL CHARACTERISTICS	5	(7)
Disorganization	5	(1)
Poor Peer/Sibling Relations	6	(1)
Aggressive Behavior	6	(1)
Poor Self-Concept/Self-Esteem	7	(1)
Sensation-Seeking Behavior	8	(1)
Daydreaming	8	(1)
Poor Coordination	9	(1)
Memory Problems	10	(1)
Persistent Obsessive Thinking	10	(1)
Inconsistency	10	(2)
BIOLOGICAL BASES FOR ADD/ADHD	12	(6)
Genetic Evidence	12	(2)
Neuroanatomical Evidence	14	(3)
Figure 1.1 The Basal Ganglia	16	(1)
Neuropsychological Evidence	17	(1)
Neurochemical Evidence	17	(1)
BRIEF HISTORY OF ATTENTION DEFICIT DISORDER	18	(1)
Prevalence	18	(1)
Nosological Evolution	19	(1)
HISTORICAL PERSPECTIVE	19	(1)
CURRENT DSM IV CRITERIA	20	(3)
DSM IV Diagnostic Features	21	(2)
BEHAVIORAL FEATURES	23	(1)
PHYSICAL FEATURES	23	(1)
CO-MORBIDITY/MIMIC SYNDROMES	23	(9)
Figure 1.2 Overlaps with Other Conditions	24	(1)
ADD/ADHD Associated with Medical Conditions	25	(4)
ADD/ADHD Associated with Psychological Conditions	29	(3)
DEVELOPMENTAL TRENDS: CHILD TO ADULT	32	(5)
The Pre-School Child	33	(1)
The School-Age Child	33	(1)
Adolescence	33	(1)
Adulthood	34	(1)
Adult ADHD with Antisocial Traits	34	(3)
Chapter 2 DIAGNOSIS AND TREATMENT OF ADD/ADHD	37	(58)
MAKING A DIFFERENTIAL DIAGNOSIS	37	(24)
Background and Developmental History	38	(1)
Behavior Observations	39	(1)
Psychological/Neuropsychological Assessment	40	(3)
Components of the Neuropsychological Assessment	43	(9)
Rating Scales	52	(2)
The Diagnostic Process	54	(3)
Figure 2.1 Diagnostic Process Flow Chart	56	(1)
Interpretation of Test Data	57	(4)
Figure 2.2 Treatment Plan	59	(2)
MEDICATION INFORMATION FOR CLINICIANS	61	(20)
The Stimulants	61	(12)
Figure 2.3 Medication Chart to Treat Attention Deficit Disorders	62	(6)
Figure 2.4 Stimulant Drug Side Effects Rating Scale	68	(5)
The Antidepresssants	73	(2)
The Antihypertensives	75	(1)
Medications Under Investigation	76	(2)
Discontinuation of Medications	78	(1)
What Children Should Know About Medications	78	(1)
What Parents Must Know About Medications	79	(1)
What Teachers Need to Know About Medications	80	(1)
OTHER TREATMENT OPTIONS	81	(8)
Nondrug Substances	81	(1)
Innovative Therapies	81	(3)
Electronic Assist Devices	84	(3)
Special Techniques and Procedures	87	(1)
Decision on Alternative Treatments	88	(1)
THE PARENT-CHILD INTERACTION	89	(6)
Understanding and Accepting ADD	91	(1)
Behavioral Training Programs for Parents	91	(2)
Summary	93	(2)
Chapter 3 LOOKING AT BEHAVIOR: THE A-B-Cs OF BEHAVIOR-CHANGE PROGRAMS	95	(56)
BEHAVIORAL PROGRAMS AND TRAINING EXERCISES	95	(5)
A--Antecedent Events--What Comes First	95	(2)
B--Behavior--The Central Issue	97	(1)
C--Consequences--Reactions to Behavior	97	(1)
Using the A-B-C Sequence in Behavior Programs	98	(2)
Figure 3.1 Antecedents-Behavior-Consequences	99	(1)
Figure 3.2 Stimulus-Response-Stimulus	99	(1)
ANTECEDENTS	100	(12)
The First Thing That May Need to Change	100	(1)
Writing Rules and Developing Expectations	100	(3)
Exercise 3.1 Writing Rules	101	(1)
Exercise 3.2 Developing Expectations	102	(1)
Developing Communication Skills	103	(2)
Exercise 3.3 Developing Communication Skills	104	(1)
Learning About Communication Styles	105	(3)
Exercise 3.4 Writing Commands in the Assertive Style	107	(1)
Metacommunications	108	(1)
Listening Behavior	108	(1)
Helping a Child to Pay Attention	109	(3)
Figure 3.3 Attention Meter	110	(1)
Figure 3.4 Awareness of Attention Monitoring Chart	110	(1)
Figure 3.5 "Paying Attention" Versus "Getting Off Track" Chart	111	(1)
BEHAVIOR	112	(16)
Listing Behaviors	112	(3)
Exercise 3.5 Listing Behaviors	113	(2)
Listing Alternative Behaviors	115	(5)
Exercise 3.6 Listing Alternative Behaviors	116	(2)
Exercise 3.7 Home Situations Questionnaire	118	(2)
Major Problem Behaviors	120	(4)
Exercise 3.8 Major Problem Behaviors	121	(3)
Final Behavior List	124	(2)
Exercise 3.9 Final Behavior List	125	(1)
Listing Behaviors to Be Ignored	126	(2)
Exercise 3.10 Listing Those Behaviors to Be Ignored	126	(2)
CONSEQUENCES	128	(7)
A Special Note About Physical Punishment	128	(1)
Why Should Behavior Be Monitored (Counted)?	129	(3)
Exercise 3.11 Monitoring Behavior	129	(3)
Understanding Rewards and Punishments	132	(1)
Exercise 3.12 Awareness of Reinforcers	132	(1)
Getting the Message from Rewards and Punishments	133	(1)
Exercise 3.13 Getting the Message	134	(1)
Focus on Social Rewards	134	(1)
Exercise 3.14 Social Rewards	134	(1)
WRITING INSTRUMENTAL BEHAVIOR PLANS	135	(2)
Exercise 3.15 Writing Instrumental (When-Then) Plans	136	(1)
DEVELOPING A SHAPING PROGRAM	137	(1)
Exercise 3.16 Shaping Behavior	137	(1)
"TOP TEN" TAKE-CONTROL TIPS FOR PARENTS AND TEACHERS	138	(1)
EXAMPLES FOR EXERCISES 3.12, 3.13, AND 3.14	139	(12)
Chapter 4 MANAGING BEHAVIOR	151	(34)
DEVELOPING NEW BEHAVIORS	151	(9)
Listing Alternative Behaviors Opposite to ADD Behaviors	151	(2)
Exercise 4.1 Listing Alternative Behaviors	152	(1)
An Exercise to Generate More Appropriate Behavior	153	(2)
Exercise 4.2 Modeling Behavior	154	(1)
Practice Rewarding One Behavior vs. Another	155	(2)
Exercise 4.3 Using Differential Reinforcement	156	(1)
Writing Successful Behavioral Plans Involving Reward and Punishment	157	(3)
Exercise 4.4a Balanced Behavioral Plan--"Time-In"	157	(1)
Exercise 4.4b Writing a Balanced Behavioral Plan--Positive Reinforcement and Punishment	158	(2)
GETTING RID OF UNWANTED BEHAVIORS	160	(8)
Selecting Behaviors to Weaken or Remove	160	(1)
Exercise 4.5 Selection of Unwanted Behaviors to Change	160	(1)
Ignoring Some Behaviors	161	(1)
Time-Out for Misbehavior	162	(6)
Exercise 4.6 Behaviors for Time-Out	164	(4)
WRITING A BEHAVIOR PENALTY PLAN	168	(1)
DEVELOPING AN EFFECTIVE GROUNDING PROCEDURE	169	(1)
PRACTICING APPROPRIATE BEHAVIOR HABITS	170	(1)
POINTS AND TOKENS	171	(14)
Practice for the Point or Token System	171	(1)
Listing Behaviors for Rewards and Fines	172	(5)
Exercise 4.7 Listing Behaviors	172	(3)
Exercise 4.8 Selecting Privileges	175	(2)
Planning Point or Token Systems for Children of Different Ages	177	(8)
Figure 4.1 "Thermometer" to Document Progress on Sub-Goals	178	(1)
Exercise 4.9a Point System (Ages 6-8)	179	(1)
Exercise 4.9b Point System (Ages 9-12)	180	(5)
Chapter 5 SOCIAL SKILLS	185	(18)
ADDRESSING SOCIAL BEHAVIORS	185	(1)
DEVELOPING LISTENING SKILLS	186	(3)
Exercise 5.1 Developing Listening Skills	187	(2)
DEVELOPING A PROGRAM FOR FOLLOWING INSTRUCTIONS	189	(2)
Exercise 5.2 Developing a Program for Following Instructions	189	(2)
DEVELOPING SHARING BEHAVIOR	191	(2)
Figure 5.1 Recording Sheet for Social Skills	192	(1)
DEVELOPING COOPERATION IN WORK AND PLAY	193	(1)
Figure 5.2 Behavior Check Card	193	(1)
DEVELOPING SOCIAL GRACES	194	(3)
Figure 5.3 Social Graces Checklist	196	(1)
SELF-CONCEPT AND SELF-ESTEEM	197	(6)
Give Positive Strokes	197	(2)
Exercise 5.3 Positive Strokes	198	(1)
Improving Self-Esteem	199	(1)
An Exercise Plan to Counteract Negative Themes	200	(3)
Chapter 6 HOMEWORK ISSUES FOR PARENTS	203	(16)
A FRAME OF REFERENCE FOR HOMEWORK PROBLEMS	203	(1)
Exercise 6.1 Personal Homework Experiences	204	(1)
ASSESSMENT WITH THE HOMEWORK PROBLEM CHECKLIST	204	(2)
Figure 6.1 Homework Problem Checklist	205	(1)
DEALING WITH HOMEWORK PROBLEMS	206	(13)
Assignments	206	(3)
Figure 6.2 Homework Assignment Sheet	207	(1)
Exercise 6.2 Sample Practice in Writing Homework Assignments	208	(1)
Forgetting the Assignment Book	209	(1)
Bringing Needed Material Home	209	(1)
Taking Hours to Do Minutes of Homework	210	(2)
Figure 6.3 Self-Recording Form	211	(1)
Where and When to Do Homework	212	(1)
Lying About Homework	213	(1)
Notes from the Teacher	214	(1)
Needing Constant Supervision and Help	214	(2)
Figure 6.4 Homework Check Card	215	(1)
Getting Homework Papers Signed	216	(1)
Forgetting Homework at Home	216	(3)
Chapter 7 EXPANDING HOME PROGRAMS TO INCLUDE SCHOOL BEHAVIOR	219	(30)
WRITING A BEHAVIORAL CONTRACT	219	(1)
Figure 7.1 Behavioral Contract	220	(1)
DESIGNING HOME-SCHOOL NOTES	220	(2)
Figure 7.2 School Notes	221	(1)
Figure 7.3 Sample School Note Rating Sheet	222	(1)
DEVELOPING AN EFFECTIVE HOME-SCHOOL PROGRAM	222	(2)
Figure 7.4 Home-School Behavior Chart	224	(1)
USING SIMULATED SCHOOL BEHAVIORS	224	(2)
On-Task Behavior	225	(1)
Impulse Control	225	(1)
Cooperation and Sharing	225	(1)
Assignment Completion	226	(1)
INVOLVING THE CHILD'S TEACHER	226	(1)
DEVELOPING A BEHAVIORAL PLAN WITH THE TEACHER	227	(5)
Figure 7.5 Home/School Situations Questionnaires	228	(1)
Figure 7.6 An Inventory of Traits	229	(3)
A BEHAVIORAL PLAN FOR ATTENTIONAL DYSFUNCTION TRAITS	232	(6)
Part A--Mental Energy Control	232	(1)
Part B--Processing Control	233	(2)
Part C--Production Control	235	(3)
Figure 7.7 Nag Tape (Sample Narrative)	237	(1)
EXAMPLES FOR CHAPTER 7	238	(11)
Examples of Behavioral Contracts	238	(2)
Examples of Home-School Notes	240	(3)
Survey of School Rewards	243	(6)
Chapter 8 EFFECTIVE BEHAVIORAL TECHNIQUES FOR TEACHERS	249	(42)
SPECIAL APPLICATIONS FOR TEACHERS	249	(1)
THE NATURE OF TEACHER-STUDENT INTERACTIONS	250	(2)
Teacher Knowledge	250	(1)
Teacher's Characteristics	251	(1)
Teaching Style	251	(1)
BRIEF HISTORY OF DEALING WITH ADD IN THE CLASSROOM	252	(1)
THE TEACHER'S OPTIONS FOR ADAPTATION AND TRAINING	252	(16)
Classroom Accommodations	253	(1)
Child-Centered Approaches	254	(1)
Teacher-Centered Approaches	255	(13)
Figure 8.1 Common Classroom Rewards	257	(1)
Figure 8.2 Reinforcers by Age Group	258	(3)
Figure 8.3 Response Cost System	261	(2)
Figure 8.4 Graphic Depiction of Rules	262	(6)
WORKING WITH OR WITHOUT PARENT INVOLVEMENT	268	(3)
Considerations of Developmental Levels	269	(2)
Figure 8.5 The Levels of Normal Development of Attention	270	(1)
GENERAL SUGGESTIONS FOR WORKING WITH ADD/ADHD CHILDREN	271	(3)
Verbal Praise	271	(1)
Figure 8.6 Examples of Verbal Praise	271	(1)
Priming	272	(1)
Proximity Control	272	(1)
Ignoring	272	(1)
Additional Suggestions	273	(1)
DEALING WITH PROBLEMS CHARACTERISTIC OF ADD/ADHD	274	(9)
Excess Motor Activity	274	(1)
Blurting Out Answers	275	(1)
Getting Off Task--Distractibility	276	(1)
Poor Attentional Skills (Visual/Auditory)	277	(1)
Work Not Completed	278	(1)
Confusion Over Directions	279	(1)
Disorganization	280	(1)
Poor Handwriting	281	(1)
Homework Problems	282	(1)
Social Skill Problems	282	(1)
MEDICATION ISSUES	283	(5)
Role of the Teacher	283	(5)
Figure 8.7 Medication Monitoring Form	285	(1)
Figure 8.8 Medication Monitoring Profile	286	(1)
COMPUTER-ASSISTED PROGRAMS	288	(3)
Chapter 9 GENERAL ACTIVITIES AND GAMES	291	(18)
INFORMAL SKILL DEVELOPMENT	291	(3)
Monitoring the Child's Interest	292	(2)
FORMAL SKILL DEVELOPMENT	294	(12)
Attention Training	295	(5)
Figure 9.1 Description of the Attentional Games	297	(3)
Complex Attention Training	300	(2)
Figure 9.2 Plotting Improvement	301	(1)
Impulse Control Training	302	(1)
Social Skill Training	303	(1)
Self-Concept/Self-Esteem Training	304	(1)
Organizational Study Skills	304	(1)
Anger Control Training	305	(1)
Training in Problem Solving	306	(1)
ADJUNCTIVE TRAINING MATERIALS	306	(3)
Chapter 10 SURVIVAL TRAINING FOR PARENTS AND TEACHERS	309	(8)
CHANGING YOUR COPING STRATEGY	309	(5)
Relaxation and Stress Management	310	(2)
Exercise 10.1 Narrative Self-Talk Procedure for Ignoring Some Behavior	311	(1)
Writing Daily Affirmations	312	(1)
Exercise 10.2 Affirmations	312	(1)
Developing an Assertive Style	312	(2)
Exercise 10.3 Assertive Statements	314	(1)
SUMMING UP: PARENT-TEACHER MENTAL HEALTH	314	(3)
APPENDICES	317	(54)
Appendix A: NEUROPSYCHOLOGICAL REPORT	317	(12)
Appendix B: RATING SCALES	329	(14)
Appendix C: ADD/ADHD DIAGNOSTIC CHECKLIST AND TREATMENT ORGANIZER	343	(10)
Appendix D: TREATMENT OPTIONS FOR ADD/ADHD USING A PROBLEM-ORIENTED APPROACH	353	(4)
Appendix E: MODEL CLINIC FOR ADD/ADHD	357	(4)
Appendix F: RECOMMENDED RESOURCES	361	(10)
REFERENCES	371	(6)
INDEX	377