Behavior Intervention

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Families who have children with ADHD often experience much higher anxiety and stress levels. A large number of children, almost half, will exhibit signs of ADHD by the age of four. However, most children are not diagnosed until he or she reaches elementary school. The behaviors that are associated with ADHD in children put them at risk for a host of other problems and complications such as completing their education, alcohol and other drug abuse, and an increased risk for delinquency. There has been much research on ADHD in recent years and many different types of medications and interventions have proven to be quite helpful. With the proper diagnosis and treatment, children with ADHD can learn to cope with the daily demands of the classroom, social situations, family interactions, and life in general.

The goal of this paper is to give an insight to the available treatments for people with ADHD by using two types of treatments, drug therapy and Behavioral therapy. The conclusion found is that drug therapy is more effective at reducing the initial symptoms of ADHD, while behavior therapy is more effective at improving the development of social functioning, however a combination of the two is the ultimate choice.

For starters, parents and doctors should think about ADHD as early as preschool. Firstly, thinking about ADHD problems at a very young age can help at children who have trouble keeping friends, and trouble in school. For example, Perri Klass, journalist for the New York Times, shares that when first treating a preschooler with ADHD it would be beneficial for them to do behavioral therapy first, and medication last. Thus, this point proves that medication is necessary, but is not the first step when treating a child. Secondly, nine percent of American children between the ages of four and eighteen are affected by ADHD. For instance, Susan Pinker, journalist for the Wall Street Journal, reports that attention deficit hyperactivity disorder is one of the most common and most misunderstood disease. Therefore, this confirms that some people may have it, and others may not. Thirdly, do children grow out of ADHD when they are a child? To illustrate, Susan Pinker, tells that the statement is a myth. The older you get, you are more likely to think about life consequences rather than when you were a child. Consequently, this information shows that children with ADHD are proven to make worse life decisions, rather than a normal child. For all these reasons, medication is necessary to control the

One treatment for ADHD incorporates Cognitive Behavioral Therapy, Counseling, and Social Skills training to address deficits in emotional regulation including low self-esteem, anger or aggression, anxiety or withdrawal, loneliness, and depression. People who are diagnosed with ADHD can learn conversational skills and can also improve tasks like organization, and memory. Studies have shown that interventions like Cognitive Behavioral Therapy, Counseling, and Social Skills training to address deficits in emotional regulation including low self-esteem, anger or aggression, anxiety or withdrawal, loneliness, and depression. People who are diagnosed with can learn conversational skills and can also improve tasks like organization, and memory. Studies have shown that interventions like these improve these children 's relationships with their classmates, which helps in the development of control of aggressive impulses, feelings of acceptance and belonging, morality, stress resistance, self-esteem, and cooperative social exchange skills (Guevremont & Dumas, 1994). Other treatments for ADHD include Neurofeedback; this involves having a Electroencephalogram (EEG) to measure brain waves, using a computer program to help increase brain waves related to attention, focus and concentration.( Treatments & Outcomes. (n.d.). Retrieved April 20, 2016).

Barrett, S., Bradshaw, C., & Lewis-Palmer, T. (2008). Maryland state-wide PBIS initiative. Journal of Positive Behavior Interventions, 10, 105-114.

Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the

The agency is committed to the education and enrichment of Middle School students’ ranging from 11-14 years of age. The counseling department in the school is committed to working with kids with special education needs and providing them service that is outlined in the Individuals with Disabilities Education Act (IDEA) of 2004. Functional Behavior Assessment (FBA) or Individualized Education program (IEP) plans are created to ensure that schools are in compliance with IDEA. These plans are derived through the collaboration with the IEP team, which consist of General Education teachers, the school Social worker, School Counselor, Special Education Educator and parents/guardians of the student. During these meetings,

The following section is a review of the literature of behavioral intervention studies related to community health education and heart disease. The priority populations in these studies including older adults and other groups.

These children often cause problems during class due to their impulsivity and inattentiveness. Studies have shown that consequence-based interventions are more effective when used alone than when combined with other behavioral approaches. However, one of the most affective interventions may involve self-regulation tasks. These practices were targeted for students with diagnosed ADHD. However, once these practices were

Attention Deficit Disorder (ADHD) continues to be a complex and widespread problem that is occurring in children at an unprecedented rate. According to DSM-V, a child must present symptoms before the age of twelve and display the symptoms for at least six months. There are two types of ADHD disorders; inattentive type and hyperactive-impulsive. A child could also have a combination of the two. Some of the most common symptoms for inattention include lack of attention, difficulty sustaining attention, difficulty following instructions, easily distracted and forgetfulness. Common symptoms for hyperactive-impulsive include fidgeting, excessive talking, being on the go very often and interrupting others (Mash & Wolfe, 2008). Both types of ADHD may affect a child’s social, personal and academic life. Children with the disorder may have sleeping problems and are more prone to accidents. Young children with ADHD show signs of aggression as young as preschool. During preschool years, they are ignoring their parents, acting out in public and getting into fights with other students or family members (Modesto, et al., 2008). As a child enters his or her adolescent years, they are more likely to do poorly in school and in some cases may even drop out. Their defiance poses a challenge for the parents (Modesto et al, 2014). Studies have shown that parents with children who have ADHD frequently reinforce their behaviors by giving attention to their impulsivity (Modesto, et al.,

Attention deficit hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not being able control behavior, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person 's age and development. Attention deficit hyperactivity disorder (ADHD) affects about 3-7% of school age children. Peers, teachers, and parents need to receive training with intervention strategies in order to be positive role models for children, and to help promote the children’s abilities in everyday life in

It may include hands-on help like arranging activities, completing work assigned in school or helping out in emotional events which may not be easy to deal with. Patients are taught how to keep track of their own behaviors and rewarding themselves every time they act in a way that is desirable like managing their anger or deliberating on what they have to say. Parents, teachers as well as members of the family may likewise contribute towards giving positive or negative response for some behaviors observed and help out in developing rules which are clear, list of chores and other duties that are structured in order to assist those with ADHD control their undesired behaviors (NIH, 2016). Children can be trained on social skills by their therapists like having to wait until it is their turn, share gaming equipment, request for aid or how to react when teased. They may also have to learn how interpret different facial expressions, tonal variation and how to respond to questions asked. Behavioral therapy of the reasoning helps patients on mindfulness or meditation techniques. Individuals get to know how to be alert and acceptance of their own judgments and state of mind meant to better attention. Finally people with ADHD are encouraged by their therapists to adjust to changes in life as a result of treatment like having thing to prevent acting impulsively or fight the desire to take risks which may not be necessary (NHS,

Although there is no cure for Tourette’s, there are treatments to help manage the tics. Some people with Tourette’s have tic’s that do not get in the way of their daily routines and do not need any treatment. Regardless, there are medications and behavioral treatments that are available if there is any stress, pain or injury caused by the tics. There is a new behavioral treatment called Comprehensive Behavioral Intervention (CBIT). CBIT is an evidence-based type of behavioral therapy for Tourette’s and tic disorders. CBIT is effective at reducing symptoms and tic-related impairments. Treatment includes habit reversal in addition to other strategies that includes education about tics and relaxation techniques. During this therapy, a therapist

The goal Cognitive-Behavioral Interventions of behavioral treatment are to teach self-control through verbal self-instructions, problem-solving strategies, cognitive modeling, self-monitoring, self-evaluation, self-reinforcement and other strategies. Typically, a therapist meets with a client once or twice a week in an attempt to teach the client through modeling, role playing and practicing cognitive strategies, the person can use to control his or her inattention and impulsive behavior. As a simple example, a child may be taught to say “stop” to himself when he is about to call out in class. Children with ADHD seem to lack these internal cues and so it was thought that teaching them such cues would be helpful. While CBI was popular in the