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Transcript gamme for adults
Constance J. Fournier
COUNSELING AND INTERVENTION STRATEGIES:
EXTERNALIZING DISORDERS
OVERVIEW
Attention Deficit Hyperactivity Disorder (ADHD)
and types of ADHD
Basic interventions with ADHD
ADHD and the typical comorbidity
ADHD
Inattentive symptoms
Often
fails to give close attention to details, or
makes careless mistakes
Difficulty sustaining attention in tasks or play (rule
governed behavior)
Does not seem to listen when spoken to directly
ADHD
Inattentive symptoms continued
Does
not follow through on instructions, fails to
finish tasks (not due to oppositional behavior or
inability to understand)
Difficulty organizing tasks or activities
Avoid, dislikes, reluctant to engage in mental effort
tasks
Often loses necessary things
ADHD
Inattention symptoms continued
Often
distracted by extraneous stimuli
Often forgetful in daily activities
ADHD
Hyperactivity symptoms
Fidgets
with hands, feet, squirms in seat
Leaves seat when remaining seated is expected
Runs or climbs excessively; adolescents report
restlessness
On the go, driven by a motor
Talks excessively
ADHD
Impulsivity symptoms
Blurts
out answers before the question is
completed
Difficult awaiting turn
Interrupts or intrudes on others (butting into
conversations or games)
ADHD
Inattentive type
Hyperactive-Impulsive type
Combined type
Helps
to put on the tri Venn diagram
Diagnosed before age 7
ADHD
Inattentive/impulsive
Hyperactive
Combined
Not otherwise specified
ADHD CLASSROOM STRATEGIES
Precorrections
Two desks
Supply paper and pencils
Direct questions specifically to the child(say
two questions)
Allow to give hints
SPECIAL TIME
Developing rapport with students
Announce that this is special time
Only rules—do something together, no hurting
self, others, or objects
Let student pick activity
Do a running commentary on the actions
Do not correct behavior unless it is hurting self,
others, or object
CONNECT DOT GAME
Three people in a group, one is the counselor,
one is the observer, and one is the child.
Observer: give feedback of what the counselor
did well, and what they might do better
Game 1: Marcus
Game 2: Courtney
SPECIAL TIME
Needs to be safe
Needs to be predictable
Helpful to most children because across the
table eye to eye is very uncomfortable
Sit beside or at angle, not directly across if at
all possible
OPPOSITIONAL DEFIANT DISORDER
pattern
often
of negative, hostile, defiant behavior
loses temper
argues with adults
refuses or defies adults’ requests
deliberately annoys others
blames others for own mistakes
touchy and easily annoyed by others
angry and resentful
spiteful, vindictive
CONDUCT DISORDER
aggression toward people and animals
bullies,
threatens, intimidates
initiates fights
used a weapon that can cause serious harm
cruel to people
cruel to animals
stolen while confronting victim
forced sexual activity
CONDUCT DISORDER
destruction of property, e.g. fire setting
deceitfulness or theft, e.g., breaking into a
house
serious rule violation, e.g. truancy
other considerations
Impairs
social, academic, occupational functioning
not other disorders
ANTISOCIAL PERSONALITY DISORDER
Only after age 18
Pattern of disregard for and violation of rights
failure to conform to society norms
deceitfulness
impulsivity, failure to plan ahead
irribility, aggressiveness
disregard for safety of self or others
consistent irresponsibility
lack of remorse
DSM POSSI BLE CHANGES
Emotional callousness is being considered for
ODD and ASP
Inability
to take others’ perspective
Disregard for feelings or pain caused to others
Actions for self
INTERVENTIONS
Parent training (Barkeley Program for Parents)
Supportive environment
Structure
Predictability
Contracting
INTERVENTIONS
Precorrections
Giving choices
Giving hints
Using self monitoring
VEGGIE BURGER OF FEED BACK
3. Top: positive
2. Middle: feedback with
“I” messages
1. Bottom: positive
CASES
Case 1: Your colleague starts talking about
students when you are out for coffee. You like
him/her, but know this is a small world.
Case 2: You are at an IEP meeting, and a
teacher who needs to participate is distracting
him/her self and you by constantly texting
under the table. He/she is a very good teacher.
RESOURCES
www.chadd.org
www.help4adhd.org
Combined resources
www.nasponline.org
Children and adults with Attention Deficit Disorders
National Association of School Psychologists
www.ed.gov
Department of Education
RESOURCES
www.nichcy.org
www.aap.org
American Academy of Pediatrics
www.apa.org
National information center for children and youth with
disabilities
American Psychological Association
www.aacap.org
American Academy of Child and Adolescent Psychiatry