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