


Behavioral Management
The goal of any ADHD treatment program is to change ADHD behaviors and to help your child do better at home and school, and to help him or her interact more easily with friends and family. The key to behavior change is you working closely with your child. One way to do this is with behavior-management techniques. A qualified professional can help you design a program of these techniques to help you and your child identify undesirable behaviors and to replace them with more positive ones.
Your doctor can also help you develop clear and consistent guidelines for working with your child. This will let your child know what is expected from him or her and what consequences there are for different types of behaviors. To get your child to change undesirable behaviors, you can use rewards, such as stickers, treats, television, or game time. Rewards are not bribes to persuade a child to do well. They reinforce desired behaviors so that they become learned and replace undesired behaviors.
To help improve your child's self-esteem, the therapist or doctor can also help you create situations in which your child can succeed. Additionally, he or she can help you develop effective punishments, such as withdrawal of rewards or timeouts.
Counseling
Another ADHD treatment option involves counseling with qualified mental health professionals. Such counseling may include psychotherapy, social skills training, or parental training. Counseling can help the child (and parents) understand their feelings and change their behavior. It is especially helpful for coping with a child's low self-esteem, anxiety, depression, and stubborn behaviors. Support groups with other children can help your child learn to interact more effectively with others, develop relationships, and practice new behaviors. Counseling can also be helpful for you and your spouse. It can help you cope with your feelings about parenting a special-needs child, develop effective parenting strategies, and teach you ways to take better care of yourself.
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