Helping Children with ADHD

Description

Combining the latest research evidence with the authors’ practical expertise, Helping Children with ADHD offers a complete intervention programme for flexibly delivering behavioural and cognitive interventions to children aged 6-12 with ADHD and associated conditions.

Redefines and develops best practice in the application of cognitive and behavioural techniques to help children aged 6-12 with ADHD and associated comorbid conditions, including learning difficulties
Offers a range of engaging resources within a pragmatic and practically-focused approach; modular structure allows the interventions to be selected and tailored according to the particular age, ability and needs of the individual child
An appendix of entertaining stories about Buzz, a boy with ADHD, provides structural narrative while also teaching core skills in areas such as keeping calm, planning, managing impulsivity and dealing with anxiety
Straightforward, accessible language allows the techniques to be used by those without expert clinical training; dedicated sections provide advice for using the approach in school, home and group contexts
A companion website provides downloadable materials including illustrated patient worksheets to accompany the narrative stories

Title Page 6
Copyright Page 7
Contents 8
About the Authors 10
Foreword 12
Acknowledgements 16
Preface 18
About the Companion Website 22
Chapter 1 Introduction 24
- ADHD Across the Lifespan 25
- ADHD and Comorbidity 25
- ADHD and the Family 26
- ADHD and School 26
- Promoting Resilience 27
- Cognitive Behavioural Therapy 28

Title Page 6
Copyright Page 7
Contents 8
About the Authors 10
Foreword 12
Acknowledgements 16
Preface 18
About the Companion Website 22
Chapter 1 Introduction 24
- ADHD Across the Lifespan 25
- ADHD and Comorbidity 25
- ADHD and the Family 26
- ADHD and School 26
- Promoting Resilience 27
- Cognitive Behavioural Therapy 28
- The Young–Smith Programme 30
- References 32
Chapter 2 The Young–Smith Programme 34
- Programme Content 34
- Format of Modules 36
- Resources 37
- Style of Delivery 37
- Psychoeducation 38
- Agenda 39
- CBT Worksheets 39
- Mid-Session Break 42
- Feedback and Rewards 43
- Home Missions 44
- Preparing for Termination of Treatment 47
- Joint Working with Parents/Carers and Teachers 47
- Working With Parents/Carers 48
  - Rewards, Praise and Motivators 49
  - House Rules 49
  - Expectations 49
  - Star Chart 50
  - Strategy Monitoring 51
- Working With Teachers 52
  - Rewards, Praise and Motivators 54
  - Expectations 54
  - Routine and Novel Occupations 55
- A Direct Resource for Parents/Carers and Teachers 55
Chapter 3 Introduction to Buzz and His Family 58
- Agenda 58
- Introducing the Folder 59
  - Feedback and Rewards 66
  - Working with Parents/Carers and Teachers 67
- What Can We Do As Parents/Carers and Teachers? 67
Chapter 4 Attention 68
- Presentation 69
  - Behavioural Functioning 70
  - Academic Functioning 70
  - Interpersonal Functioning 71
  - Coping 72
- Assessment 72
  - Measures 73
  - Clinical Interview 74
  - Thoughts 74
  - Feelings and Physiology 75
  - Behaviours 75
  - Behaviour Diary 76
- CBT Interventions for Attention 77
  - Agenda 77
  - Folder Review 78
  - Mid-session Break 83
  - Feedback and Rewards 84
- Working with Parents/Carers 84
  - Chunk Information 85
  - Use the Child’s Name 85
  - Behaviour Diary 85
  - Summarizing and Concept Checking 85
  - Change the Environment 86
  - Visual Cues and Prompts 86
  - Goals, Steps and Check‐points 87
  - Rewards and Praise 87
  - Self-talk 88
- What Can We Do As Parents/Carers? 88
- Working with Teachers and Schools 89
  - Use the Child’s Name 90
  - Chunk Information 90
  - Verbal Prompts 91
  - Summarizing and Concept Checking 91
  - Ask for Help or Clarification 91
  - Change the Environment 92
  - ‘Time Out’ Space 92
  - Visual Cues and Prompts 92
  - Rewards and Praise 92
  - Goals, Steps and Check‐points 93
  - Self-talk 93
  - Activity Breaks 94
  - Fiddle Toys 94
- What Can We Do As Teachers? 94
- References 96
Chapter 5 Hyperactivity 98
- Presentation 98
  - Behavioural Functioning 99
  - Academic Functioning 99
  - Coping 100
  - Sleep 100
  - Interpersonal Functioning 100
- Assessment 101
  - Clinical Interview 101
  - Measures 101
  - Feelings and Physiology 102
  - Thoughts 102
  - Behaviour 103
  - Behaviour Diary 104
- CBT Interventions for Hyperactivity 105
  - Agenda 106
  - Folder Review 106
  - Mid-session Break 109
  - Feedback and Rewards 111
- Working with Parents/Carers 111
  - Behaviour Diary 112
  - Physical Activity 112
  - Wiggle Space 113
  - Calm Breathing 113
  - Breaks 113
  - Positive Requests and Reinforcement 113
  - Games 114
  - Self-talk 114
  - Sleep Routines 114
  - Beliefs and Feelings 115
  - Signs and Places 115
- What Can We Do As Parents/Carers? 115
- Working with Teachers and Schools 116
  - Physical Activity 117
  - Wiggle Space 117
  - Breaks 118
  - Responses of Others 118
  - Positive Requests and Reinforcement 118
  - Calm Breathing 118
  - Beliefs and Feelings 119
  - Self-talk 119
  - Signs and Places 119
- What Can We Do As Teachers? 119
- References 121
Chapter 6 Impulsivity 122
- Presentation 123
  - Behavioural Functioning 123
  - Academic Functioning 123
  - Coping 124
  - Interpersonal Functioning 124
- Assessment 125
  - Measures 125
  - Feelings and Physiology 126
  - Clinical Interview 126
  - Thoughts 126
  - Behaviours 127
  - Behaviour Diary 128
- CBT Interventions for Impulsivity 129
  - Agenda 129
  - Folder Review 130
  - Mid-session Break 132
  - Feedback and Rewards 134
- Working with Parents/Carers 135
  - Behaviour Diary 135
  - Planning Ahead 135
  - Managing Risk 136
  - STOP and THINK 136
  - Alternatives and Distractions 137
  - Graded Practice 137
  - Double-checking 138
  - Small Steps 138
- What Can We Do As Parents/Carers? 138
- Working with Teachers and Schools 139
  - Planning Ahead 140
  - Managing Risk 140
  - STOP and THINK 141
  - Small Steps 141
  - Alternatives and Distractions 141
  - Double-checking 141
  - Answering Questions and Taking Turns 141
- What Can We Do As Teachers? 142
- References 143
Chapter 7 Anxiety 144
- Presentation 144
  - Behavioural Functioning 146
  - Interpersonal Functioning 147
  - Academic Functioning 147
  - Coping 148
- Assessment 148
  - Measures 149
  - Clinical Interview 149
  - Thoughts 150
  - Feelings and Physiology 150
  - Behaviours 151
  - Creative Methods 152
- CBT Interventions For Anxiety 152
  - Folder Review 153
  - Agenda 153
  - Mid-session Break 156
  - Feedback and Rewards 158
- Working with Parents/Carers 159
  - Facing not Avoiding (Graded Hierarchy) 160
  - Restlessness 160
  - Realistic Expectations 160
  - Problem-solving 161
  - Self-talk 161
  - Breathing and Relaxation 161
  - Role Model 162
- What Can We Do As Parents/Carers? 162
- Working with Teachers and Schools 163
  - Realistic Expectations 165
  - Facing not Avoiding (Graded Hierarchy) 165
  - Self-talk 166
  - Breathing and Relaxation 166
  - Problem-solving 166
  - Restlessness 166
- What Can We Do As Teachers? 167
- References 168
Chapter 8 Frustration and Anger 170
- Presentation 171
  - Behavioural Functioning 171
  - Academic Functioning 172
  - Coping 173
  - Interpersonal Functioning 173
- Assessment 174
  - Measures 174
  - Clinical Interview 175
  - Thoughts 176
  - Feelings and Physiology 176
  - Behaviours 177
  - Creative Methods 177
  - Behaviour Diary 178
- CBT Interventions for Frustration and Anger 179
  - Folder Review 180
  - Agenda 180
  - Mid-session Break 184
  - Feedback and Rewards 187
- Working with Parents/Carers 187
  - Identify Triggers 189
  - Consistent, Firm and Fair 189
  - Avoid Escalation 190
  - Behaviour Diary 190
  - Identify Warning Signals 190
  - Body Sensations and Anger 191
  - Withdrawal 191
  - Problem-solving 192
  - Address Negative Thinking 192
  - Visualization 192
  - Self-talk 192
  - Breathing and Relaxation 193
- What Can We Do As Parents/Carers? 193
- Working with Teachers and Schools 195
  - Identify Triggers 196
  - Address Negative Thinking 197
  - Identify Warning Signals 197
  - Avoid Escalation 197
  - Problem-solving 198
  - Self-talk 198
  - Breathing and Relaxation 198
  - Peer Role Models 198
  - Teacher Control 198
- What Can We Do As Teachers? 198
- References 200
Chapter 9 Social Skills and Relationships 202
- Presentation 203
  - Academic Functioning 204
  - Behavioural Functioning 204
  - Interpersonal Functioning 205
  - Coping 206
- Assessment 206
  - Measures 207
  - Clinical Interview 208
  - Thoughts 208
  - Behaviour 209
  - Creative Methods 209
  - Feelings and Physiology 209
  - Behaviour Diary 210
- CBT Interventions for Social Skills 210
  - Folder Review 211
  - Agenda 211
  - Mid-session Break 214
  - Feedback and Rewards 216
- Working with Parents/Carers 216
  - Behaviour Diary 217
  - Role Model 217
  - Opportunity 218
  - Role-Play and Rehearsal 218
  - Notice Positive Social Skills and Give Praise 219
  - Assertiveness 219
  - Notice the Behaviour of Others 219
  - Managing Stress and Interpersonal Conflict 219
- What Can We Do As Parents/Carers? 220
- Working with Teachers and Schools 221
  - Role-Play and Rehearsal 222
  - Role-Model 222
  - Notice Positive Social Skills and Give Praise 222
  - Prompts 222
  - Bullying 223
  - Assertiveness 223
  - Managing Stress and Interpersonal Conflict 223
  - New Social Situations 223
- What Can We Do As Teachers? 224
- References 226
Chapter 10 Setting Goals and Planning Ahead 228
- Presentation 228
  - Academic Functioning 229
  - Behavioural Functioning 229
  - Interpersonal Functioning 230
  - Coping 230
- Assessment 230
  - Clinical Interview 231
  - Measures 231
  - Thoughts 232

Author's affiliation

Susan Young: Institute of Psychiatry, UK

A CBT Guide for Practitioners, Parents and Teachers

Description

TOC

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Author's affiliation