| Many adolescents who have been diagnosed
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| | same pace as other students. An effective
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| with Attention Deficit Disorder (ADD) or
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| | academic setting will acknowledge the
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| Attention Deficit Hyperactivity Disorder
| |
| | need for flexibility by maximizing
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| (ADHD) experience a number of behavioral
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| | accountability while allowing for
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| and academic problems that can limit
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| | differences in the speed of learning.
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| their success in interpersonal
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| | 4) Choose a treatment program with a low
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| relationships, school, and individual
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| | youth to staff ratio. Children with ADD
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| achievement. These adolescents may lack
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| | ADHD often require greater amounts of
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| self-control, have greater difficulty
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| | attention from adults and tend to act out
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| making friends and finding acceptance, be
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| | more when they don't receive it.
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| more likely to abuse substances, become
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| | Oppositional behavior resulting from
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| involved in delinquency, or experience
| |
| | insufficient amounts of attention can be
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| anxiety, mood, and behavioral disorders.
| |
| | diminished when there is enough adult
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| Most health care and psychological
| |
| | supervision to go around. Remember,
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| professionals agree that the best way to
| |
| | however, that the lower the
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| treat ADD/ADHD is with the use of both
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| | student-to-staff ratio, the higher the
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| medication and behavioral modification
| |
| | cost, so this factor must be balanced
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| techniques. The National Institute of
| |
| | with financial considerations.
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| Mental Health (NIMH) recently conducted a
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| | 5) Choose a treatment program that
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| study that found that children with ADD
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| | minimizes distractions. Many adolescents
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| ADHD who received both behavioral
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| | with ADD/ADHD have difficulty focusing on
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| treatment and individually tailored
| |
| | priorities which can result in many
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| medication had the greatest improvement
| |
| | partially completed projects and goals
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| in oppositional behavior academic
| |
| | and few accomplishments. The fewer the
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| outcomes.
| |
| | distractions and the greater the
|
| Upon diagnosis, many children and
| |
| | expectation for accountability, the more
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| adolescents with this disorder are
| |
| | likely a teen is to make substantial
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| prescribed medication as a first attempt
| |
| | strides in personal growth and
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| to control the symptoms. However, many
| |
| | achievement. Common distractions include
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| youth do not respond well to medication
| |
| | but are not limited to excessive access
|
| alone and the symptoms of the disorder
| |
| | to members of the opposite sex,
|
| may be quite pronounced or serious even
| |
| | unnecessary activities or activities that
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| with medication. If you have reached the
| |
| | are overwhelming, and large student
|
| conclusion that you can no longer deal
| |
| | populations.
|
| with the symptoms of your child's
| |
| | 6) Choose a treatment program that
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| disorder effectively in your own home due
| |
| | teaches skills for improving
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| to excessive behavioral and academic
| |
| | interpersonal relationships. Many
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| problems, you may want to consider a
| |
| | adolescents with ADD/ADHD lack the skills
|
| program that offers a specialized
| |
| | needed for building and maintaining
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| academic program and behavior
| |
| | positive relationships. Look for a
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| modification therapy. As you research
| |
| | program that provides opportunities for
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| treatment options that can mitigate the
| |
| | teens to improve their communication,
|
| effects of ADD/ADHD, look for schools and
| |
| | especially with respect to giving and
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| programs that possess the following
| |
| | receiving feedback and communicating
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| characteristics:
| |
| | honestly. Additional social skills that
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| 1) Choose a treatment program that offers
| |
| | should be emphasized include appropriate
|
| a significant amount of structure.
| |
| | anger management, impulse control, and
|
| Adolescents with ADD/ADHD typically
| |
| | delaying gratification. Mastering these
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| struggle to use large segments of free
| |
| | skills will ensure that youth will have
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| time productively but tend to thrive in
| |
| | greater success making and maintaining
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| environments that provide limits and
| |
| | healthy relationships in real life
|
| teach self-discipline. A structured
| |
| | situations.
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| program should include a rigorous daily
| |
| | 7) Choose a treatment program that has a
|
| schedule and a well-defined set of rules.
| |
| | systematic way of developing self-esteem.
|
| Adherence to a routine while acquiring of
| |
| | Teens with ADD/ADHD may have formed a
|
| productive habits can greatly counteract
| |
| | negative self-image due to the amount of
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| common symptoms of the disorder.
| |
| | negative feedback their behavior elicits
|
| 2) Choose a treatment program that
| |
| | from others and their self-perceived lack
|
| fosters and encourages individual
| |
| | of competence in academics, interpersonal
|
| accountability. Such a program will
| |
| | relationships, etc. Programs with a
|
| enforce consequences for inappropriate
| |
| | strong self-esteem component should
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| behavior and affirmative reinforcement
| |
| | foster identity development and encourage
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| for positive behavior. This type of a
| |
| | teenagers to drop self-imposed labels and
|
| setting shows teenagers what types of
| |
| | limitations and put away image pretenses
|
| behavior are acceptable and also helps
| |
| | that some youth use to protect their own
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| them to experience the rewards of acting
| |
| | vulnerabilities.
|
| in socially appropriate ways.
| |
| | 8) Choose a treatment program that allows
|
| 3) Choose a program that offers an
| |
| | for increased independence and leadership
|
| engaging and individualized education
| |
| | as behavior improves. Such a program will
|
| component. Many teens with ADD/ADHD
| |
| | recognize the need adolescents with ADD
|
| struggle to adapt to large classrooms and
| |
| | ADHD have for autonomy by gradually
|
| traditional lecture-style instruction.
| |
| | increasing self-monitoring and personal
|
| Academic settings that make use of
| |
| | responsibility over time.
|
| hands-on learning, multimedia
| |
| | 9) Choose a treatment program that is
|
| presentations, and other diversified,
| |
| | able to regulate and monitor medications.
|
| interesting instructional methods are
| |
| | The successful program should be able to
|
| more likely to hold students' attention.
| |
| | safely store, administer and adjust
|
| Even with the right kind of instruction,
| |
| | medications as needed.
|
| teens with ADD/ADHD may not learn at the
| |
| |
|
