While each child is unique, those who share a diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) demonstrate various degrees of inability to pay attention and restrain impulsive behavior. It is estimated that approximately 3% of all school-age children are affected by this problem.
The daily performance of the child with ADHD does not meet standard educational goals or age-related expectations. Typical parenting techniques and classroom management strategies do not produce the desired behavior modifications. These children are often identified as underachievers, which can be an extremely painful prospect for parents and caregivers.
Attention deficit/hyperactivity disorder is currently thought to have both biochemical and behavioral components.
A diagnosis is made by a qualified professional, who use standardized testing (depending on age) as well as recorded observations of the child's behavior on the part of parents, educators, and health professionals.
The three approaches most often used are psychostimulant medication, occupational therapy using a sensory integration approach, and cognitive and behavioral management. What is best for each particular child should be determined using a problem-solving approach involving the physician, psychologist, occupational therapist, social worker, teacher, and most importantly the child’s family. Various approaches are often used simultaneously.
The overall goal of occupational therapy is to help the individual master the skills necessary to perform daily tasks. For a school-age child, this includes participating appropriately in activities at home and in school.
The child with ADHD will benefit from services which aide in managing daily environmental demands. For example, when lack of attention and impulsive behavior interfere with a child's ability to hear or read instructions, there is difficulty completing school assignments, participating in games, and performing tasks at home.
The occupational therapist will recommend a program which addresses the issues at hand. The goal might be to break directions into a series of steps using visual aids such as picture schedules to promote accomplishment of the task. The child learns to break long assignments into multiple parts to fit his or her tolerance for concentration and attention.
The child with ADHD often needs assistance in learning to deal with verbal or written feedback particularly where behavior is concerned. Minimal, low-key feedback for both success and failure can reduce anxiety, frustration, and perfectionism. Parents and teachers learn how their own tones of voices and mannerisms affect those of the child with ADHD.
A sensory integration approach will guide the possible modifications of the environment to decrease noise and distractions caused by visual, auditory, and tactile stimulation.
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The three approaches most often used are psychostimulant medication, occupational therapy using a sensory integration approach, and cognitive and behavioral management. What is best for each particular child should be determined using a problem-solving approach involving the physician, psychologist, occupational therapist, social worker, teacher, and most importantly the child’s family. Various approaches are often used simultaneously.
(Adapted from www.aota.org)