Behavioral Therapy (BT)

Cognitive-behavioral therapy (CBT) is a branch of psychotherapy that encompasses several approaches; falling under the heading of CBT. CBT is based on the premise that people 's emotional responses and behavior are strongly influenced by cognitions; the fundamental principle being: different cognitions give rise to different emotions and behaviors. CBT was developed out of a combination of both behavior and cognitive principles. CBT is the most empirically supported therapy model and is used to treat many mental disorders. The goal of CBT is to identify the maladaptive thinking and replace it with rational thinking with the intent to produce positive behavioral and emotional responses. CBT is appealing to many and widely used by clinicians but it is not without its critics.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Cognitive-behavioral therapy (CBT) is a short-term, empirically valid amalgamation of facets from cognitive and behavior therapies. Cognitive-behaviorists believe that psychological problems stem from maladaptivity in both thought and behavior patterns, whether self-taught or learned from others. Therefore, changes have to take place in both thoughts and actions. Cognitive-behavioral therapy is structured as collaboration between client and therapist, focusing on the present. A prominent aspect of CBT is the client’s duty to be an active participant in the therapeutic process (Corey, 2013).

Attention deficit hyperactivity disorder (ADHD) is one of the most common and most distressing disorders amongst school-age children, yet it is probably one of the least well understood. It has received a lot of awareness mainly because of the large numbers of children receiving drug treatment for the disorder. Where children have behavioural problems and parents are finding it hard to manage, it is expected that they will turn to teachers for guidance and help. ADHD can drastically affect children's development at school, not only their work but also their social progress and the relationships that they have with teachers and their peers. If not identified early, long-term

The new patient to the clinic is a 27-year-old Native American female who is a mother of two girls, ages 11 and 8 years old. The patient was referred from her primary care doctor after a routine checkup. The notes in the patients chart forward from the doctor stated that the patient is unable to sleep at night due to recurring nightmares. Which is causing the patient to be very irritable, difficultly concentrating, and having high levels of anxiety. The anxiety is causing the patient to be easily overwhelmed, always worried and feeling hopelessness. Also, the patient is noticing memory gaps which are making her have a lack of mental energy throughout the day.

Although Dialectical Behavioral Therapy (DBT) is most commonly used and was designed for suicidal adults with Borderline Personality Disorder (BPD) (Neacsiu et. al, 2010), Nelson-Gray, et. al. (2006) has observed that there are similarities between adults who are diagnosed with BPD and adolescents diagnosed with Oppositinal Defiant Disorder (ODD). Similarities may include but are not limited to: short tempers, constant argument with adults, being easily annoyed, and resentfulness. Because of poor family engagement and caregiver involvement with the treatment of ODD, Nelson-Gray, et. al. (2006) turned to an alternative treatment that would allow the adolescent to make a change his or her self rather than relying on the caregiver.

Howard and Landeau’s (2011) research article also found that intervention plans must be developed based on the unique needs of each child. The research indicates that combined treatments such as medication plus behavioral interventions, tend to be most successful in reducing ADHD symptoms and improving the overall functioning of the child. They found a functional behavior assessment to be a valuable assessment strategy in determining how to replace inappropriate behaviors with more desirable behavior. A school psychologist or social worker usually does a functional behavior assessment by systematically observing the child to determine why a behavior occurs and its purpose or function. Rewards-based interventions, social skills training, and organizational skills development are effective in reducing

Rosch, Fosco, Pelham, Waxmonsky, Bubnik, & Hawk (2015), described behavior modification therapy based on reinforcement and/or punishment as the leading psychosocial treatment for ADHD. In addition, behavior modification is also recommended by the American Academy of Pediatrics (American Academy of Pediatrics 2011). Behavior therapy lacks the harsh physical and mental side effects of medication. Despite less side effects, behavior modification therapy can prove to be quite a challenge. There is no standard or baseline “effective dose” of behavior modification. Furthermore, it can vary significantly from child to child. Behavior modification referred to in most studies, includes some system of rating to determine if a child’s ADHD symptoms improve after therapy. Researchers utilize techniques such as daily report cards, reward-cost or points system, and feedback to analyze and monitor the child’s behavior. Different levels of intensity were implemented in some studies such as Fabiano, Pelham, Gnagy, MacLean, Coles, Chacko, Robb et al., (2007) High Behavior Modification (HBM) included a point system and daily report cards. Teachers, counselors, or other administrators provided feedback such as corrections on assignments and explanations when a rule was violated. Low Behavior Modification (LBM) provided less intervention, but included feedback without the loss or gain of points. Participants also received less praise and rewards. In the No Behavior Modification (NBM) study weeks the children were given directions, rule violation was corrected and noted, but explanations were not given. Pelham, Carlson, Sams, Vallano, & Al (1993) referenced other scholarly journals and findings arguing behavior modification improved academic performance in ADHD children best when a negative consequence accompanies poor behavior, rather than a reward for task

As a future marriage, couple and family therapist, I am aware that families are complex in nature. Many families are dealing with major issues. What I find bothersome is that individuals fall into a cycle of destructive, maladaptive behaviors and are often oblivious to the patterns of dysfunctionality within her their family. They merely exist in a state of chaos without the proper tools, guidance and empowerment to help them break the negative cycle. This is the case of the Travis family, a pleasant African American family headed by a single mother, Shantel, age 52.

Cognitive behavioral therapy (CBT) is a form of psychotherapy that is mixed with behavioral therapy because of its form of problem solving. It is thought of as a self-help approach that is used to investigate an individual’s cognitive process along with their feelings and behavior. Research states that “Self-help treatments involve minimal cost, resources and disruption and as such are acceptable to the wider population” (Boyle et al., 2011). The goal of cognitive behavior therapy (CBT) is to redirect the patterns of cognitive thinking or actions that individuals find difficult. In other words, it is intensely used to discover an individual’s negative form of thinking, investigate how it is related to their negative behaviors

Behavioral Therapeutic techniques have been one of the few theories that impact many people lives. Many therapists use this technique to understand and observe their client’s behavior and how their situation can affect their behavior. The roles and goals a therapist uses to help their client makes the therapist and client session successful. In my mock interview with my client, I learn various behavioral principles many therapists uses to understand their client behavioral problems. Behavioral therapeutic techniques have been a good resource for understanding a person situation.

Cognitive Behavioral Therapy (CBT) is a collaborative practice model in which the practitioner and the patient focus on improving mental health by addressing the patient’s feelings, thoughts, and behaviors (T. Eick, J. Matuszak, & A. Stacey, personal communication, November 19th, 2015). This model is beneficial as it addresses challenging behavior by looking into the thoughts and feelings behind the behavior, instead of only trying to change the outward appearance. In the first sessions of this therapy, the client is told what CBT is, the client describes what they believe are the problems that need to be addressed, and goals are set to solve these problems (T. Eick, J. Matuszak, & A. Stacey, personal communication, November 19th, 2015). This is helpful because if the client has a say in setting their own goals they are more motivated to follow through with them. During the intervention sessions of this model the worker discusses dysfunctional thoughts with the client and how these appear in different situations. Goals are also reassessed in a collaborative approach to determine if they are working and are appropriate. When treatment is coming to an end, it is collaboratively discussed if the client and those important to them believe they are ready to end treatment. It is important that there is a summary of what skills the client has learned and for relapse prevention, identify possible future triggers and how the client will address these. This model is very

Exercise is one powerful intervention, this does not have to be a long exercise session. Exercising for a few minutes every day, helps children with ADHD to ignore distractions, along with increased focus this will improve academic performance.

According to Prasad et al. (2012), ADHD has a significant impact on children’s behavior in the classroom, experience of school life, and daily functioning. The symptoms of ADHD cause disruptions at school and in academic achievement, which are a few of the most intense and general difficulties children with ADHD face. The understanding of the effects of pharmacological treatment for children with ADHD on academic achievement and learning is not fully understood. This randomized study compared the effects of drug treatment for children diagnosed with ADHD and the effects of not using drug treatment for children diagnosed with ADHD within the classroom environment. Within the total of 2,110 participants, drug treatment benefited up to 15% of children in the amount of school work that they completed. However, drugs less consistently improved children’s accuracy in specific types of academic assignments, such as arithmetic. Up to 14%, more children spent time “on task” and improved their behavior in the classroom. In conclusion to this study, findings determined that pharmacological treatment for children with ADHD has the potential to improve their

Step one is all about rebuilding seven basic skills, eye contact; attention before instructions; listening skills; noticing the good things, being aware of mirror image, noticing what the child is able to do, and speaking with respect to your child. Whenever the parent feels comfortable and feels they understand their child’s ADHD, then they can move on to step two. Step two has an exercise that is focused around and it is the parent’s job to keep a diary for difficult times and good times. In step two, twelve skills are added on top of practicing step 1. Some of the skills are earshooting, adopting a consistent routine. There were a lot of effective skills for both the parent and child that are very important to learn. When ready the parent is able to move on to step three, which is focused around “child’s attention and concentration through play” (Thompson, M., & Weeks, A, 2010, p 86). Step three requires six skills to be learned. The exercises used for this step are very important. The book makes play to be very important for the children with ADHD. Step number 4 is all about improving the child’s communication skills. This section has six skills focused around teaching the child how to communicate his or her feelings effectively and minimizing behavior outburst (Thompson, M., & Weeks, A, 2010, p 109). One of the skills inside of this step is how to effectively handle temper tantrums. When comfortable the parent can move on to step 5 is moving the skills to handling outside the home. There are 6 skills in this step, but these six skills are not new, but skills from past steps that need to be repeated and focused more one outside of the home. A parenting check list is created in the book for the parent to use during this time of the program. Then the final step is step six. The whole idea of step six is just reminding the parent of the steps learned in the book and to build confidence and tips on how to