| Finding ADHD treatments is crucial to both the child | | | | effective ADHD treatment. |
| who has it and his family. That is of the utmost | | | | In some cases the disorder goes a bit further and |
| importance to any parent of a child with attention | | | | those children are not capable of understanding the |
| deficit and hyperactivity disorder. Generally there are | | | | idea of present, future and past. That's why they do |
| two options that families can choose from, and after | | | | live only in the here and now and don't seem to |
| consulting a doctor they can decide which of the | | | | remember the past. They also are incapable of thinking |
| approaches will in their situation better deal with the | | | | about the future. Due to this they do never think about |
| disorder. | | | | the consequences that might follow their actions. In |
| Because of their impulsive and aggressive behavior | | | | such cases cause and effect should be deliberately |
| children with ADHD are often hard to deal with. They | | | | communicated. |
| can suddenly and without any warning or obvious | | | | A very successful intervention that can be used by |
| reason engage in extreme and unexpected behavioral | | | | families in collaboration with professionals is the so |
| models, and due to that reason parents are searching | | | | called behavior therapy. Such a treatment helps |
| for ADHD treatments that can help them deal with | | | | children having the disorder to develop a structure and |
| difficult behavior. Identifying and dealing with feelings of | | | | a routine for their behavior. Behavior interventions also |
| the type than can cause aggressive or impulsive | | | | help the development of social skills and especially for |
| reactions can be effectively done with the help of | | | | understanding the cause and effect concept and |
| psychotherapy. | | | | connect it with their own actions. |
| Finding it difficult to understand many of the social | | | | It is extremely important to adjust treatments so that |
| situations a large sector of children with ADHD cannot | | | | they can work with and not against the child. A good |
| follow general social rules. People who have this | | | | example for this is a girl I worked with. She had great |
| disorder should be thought the social interaction rules | | | | difficulty sitting still, especially when having to complete |
| and ADHD treatments should involve such activities. If | | | | an assignment. Most of time, the ADHD treatment |
| any treatment can actually make a child stay | | | | was concentrated on getting her to stand still. |
| concentrated long enough to acquire, little by little, and | | | | Eventually we found that getting her to sit still is not a |
| step by step, the proper social skills, this will help | | | | success at all because she wasn't able to concentrate |
| enormously in solving the problem. | | | | on any thing else while trying to sit still. On the contrary, |
| Children with the disorder should be deliberately thought | | | | we allowed her to move around she completed all |
| such basic communication skills as waiting for the other | | | | tasks and assignments relatively easier. |
| person to finish before the child starts speaking and to | | | | Don't forget that whichever ADHD treatment you |
| establish eye contact for example. Those children | | | | choose for children with ADHD, you must treat each |
| have to somehow understand that all actions bring | | | | and every one of them as unique individuals with their |
| consequences. In case a kid speaks out of turn there | | | | own needs. That's the first and the most important |
| should be a kind of sanction for him, so that to ensure | | | | step to a successful treatment. |
| such interruptions won't be repeated. This is part of an | | | | |