The Remediation of ADHD
After an individual has been diagnosed with ADHD, what happens next? If the individual is in elementary or secondary school, remediation may be attempted. This may involve behavior management, enhancement of self-image, or development of organizational skills. If impulsivity is a problem, this may be approached by counseling about negative behavior and by role playing to try to help the student to understand the problem. This approach can sometimes result in improvement. Impulsivity may also be combated by close supervision and quick intervention. The intervention should consist of firm but minimally judgmental action. The student should be helped to see that impulsivity can be dangerous, and, at the very least, it can cause problems that could otherwise be avoided. Sometimes impulsivity may be decreased by counting to a certain number or even by reciting the alphabet. The student may sometimes have awareness heightened by role playing, placing himself or herself in the place of the person who is affected by the impulsivity. This allows the student to see that all attempt must be made to alleviate this alienating behavior.
Sometimes impulsivity and fidgety activity may be ameliorated by giving the student some freedom of movement beyond the norm. It may be possible for the student and teacher to work out silent signals that indicate the need for mutually approved activity during class time.
Children with ADHD also require assistance in developing better organization and time management skills. Early on, the teacher may find it necessary to monitor and correct the student in this area. Later it is probably advisable to try to provide for a transition to a level of less intensive supervision. The student must be assisted to develop skills in this area, effectively monitoring his or her own tasks and progress. A calendar with future tasks is often a good idea. The student can then see what is in the future and plan for it.
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