counseling and intervention strategies: externalizing disorders
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Constance J. F ournier . Counseling and intervention strategies: Externalizing disorders. Attention Deficit Hyperactivity Disorder (ADHD) and types of ADHD Basic interventions with ADHD ADHD and the typical comorbidity. Overview. Inattentive symptoms - PowerPoint PPT PresentationTRANSCRIPT
COUNSELING AND INTERVENTION STRATEGIES: EXTERNALIZING DISORDERS
Constance J. Fournier
OVERVIEW Attention Deficit Hyperactivity Disorder
(ADHD) and types of ADHD Basic interventions with ADHD ADHD and the typical comorbidity
ADHDInattentive symptoms
Often fails to give close attention to details, or makes careless mistakes
Difficulty sustaining attention in tasks or play (rule governed behavior)
Does not seem to listen when spoken to directly
ADHD Inattentive symptoms continued
Does not follow through on instructions, fails to finish tasks (not due to oppositional behavior or inability to understand)
Difficulty organizing tasks or activities Avoid, dislikes, reluctant to engage in
mental effort tasks Often loses necessary things
ADHD Inattention symptoms continued
Often distracted by extraneous stimuli Often forgetful in daily activities
ADHD Hyperactivity symptoms
Fidgets with hands, feet, squirms in seat Leaves seat when remaining seated is
expected Runs or climbs excessively; adolescents
report restlessness On the go, driven by a motor Talks excessively
ADHD Impulsivity symptoms
Blurts out answers before the question is completed
Difficult awaiting turn Interrupts or intrudes on others (butting
into conversations or games)
ADHD Inattentive type Hyperactive-Impulsive type Combined type
Helps to put on the tri Venn diagram Diagnosed before age 7
ADHD Inattentive/impulsive Hyperactive Combined Not otherwise specified
ADHD CLASSROOM STRATEGIES Precorrections Two desks Supply paper and pencils Direct questions specifically to the
child(say two questions) Allow to give hints
SPECIAL TIME Developing rapport with students Announce that this is special time Only rules—do something together, no
hurting self, others, or objects Let student pick activity Do a running commentary on the
actions Do not correct behavior unless it is
hurting self, others, or object
CONNECT DOT GAME Three people in a group, one is the
counselor, one is the observer, and one is the child.
Observer: give feedback of what the counselor did well, and what they might do better
Game 1: Marcus Game 2: Courtney
SPECIAL TIME Needs to be safe Needs to be predictable Helpful to most children because across
the table eye to eye is very uncomfortable
Sit beside or at angle, not directly across if at all possible
OPPOSITIONAL DEFIANT DISORDER pattern of negative, hostile, defiant
behavior often loses temper argues with adults refuses or defies adults’ requests deliberately annoys others blames others for own mistakes touchy and easily annoyed by others angry and resentful spiteful, vindictive
CONDUCT DISORDER aggression toward people and animals
bullies, threatens, intimidates initiates fights used a weapon that can cause serious
harm cruel to people cruel to animals stolen while confronting victim forced sexual activity
CONDUCT DISORDER destruction of property, e.g. fire setting
deceitfulness or theft, e.g., breaking into a house
serious rule violation, e.g. truancy other considerations
Impairs social, academic, occupational functioning
not other disorders
ANTISOCIAL PERSONALITY DISORDER Only after age 18 Pattern of disregard for and violation of
rights failure to conform to society norms deceitfulness impulsivity, failure to plan ahead irribility, aggressiveness disregard for safety of self or others consistent irresponsibility lack of remorse
DSM POSSI BLE CHANGES Emotional callousness is being
considered for ODD and ASP Inability to take others’ perspective Disregard for feelings or pain caused to
others Actions for self
INTERVENTIONS Parent training (Barkeley Program for
Parents) Supportive environment Structure Predictability Contracting
INTERVENTIONS Precorrections Giving choices Giving hints Using self monitoring
VEGGIE BURGER OF FEED BACK 3. Top: positive
2. Middle: feedback with “I” messages
1. Bottom: positive
CASES Case 1: Your colleague starts talking
about students when you are out for coffee. You like him/her, but know this is a small world.
Case 2: You are at an IEP meeting, and a teacher who needs to participate is distracting him/her self and you by constantly texting under the table. He/she is a very good teacher.
RESOURCES www.chadd.org
Children and adults with Attention Deficit Disorders
www.help4adhd.org Combined resources
www.nasponline.org National Association of School Psychologists
www.ed.gov Department of Education
RESOURCES www.nichcy.org
National information center for children and youth with disabilities
www.aap.org American Academy of Pediatrics
www.apa.org American Psychological Association
www.aacap.org American Academy of Child and Adolescent
Psychiatry