Behavioral Therapy

More Than Meds: A Guide to ADHD Behavior Modification

Behavior therapy helps children with ADHD learn to manage their everyday symptoms. That is an established fact. But how do you implement it? And what does it really entail? Skills training — demystified.

Close up Single Magnifying Glass with Black Handle, Leaning on the Wooden Table at the Office.
1 of 11

Change Your Focus, Change Results

When parents and professionals treat ADHD, typically they focus on symptom improvement first and foremost. Often, medication is strategy #1. Yet many professionals believe that psychosocial, non-medical behavioral treatment is equally important. In fact, studies show that adult success is best predicted by three things: effective parenting skills, getting along with other children, and success at school. Many specialists argue that behavior therapy addresses all of these domains and can begin very young, before failures start to impact self-esteem.

The focus of behavior therapy is different than that of medication, which aims to eliminate symptoms. Instead, it concentrates on the ways that hyperactivity or inattention can impact academic performance, relationships with siblings, and noncompliance with adult requests. It treats for settings and domains of impairment, and hinges on strong collaboration between families, schools, mental health clinics, and primary care.

Boy affected by autism with problems in perception.
2 of 11

What Is an Impairment?

No child starts treatment for ADHD because their parent is sitting in bed at night reading an article about the Diagnostic and Statistical Manual of Mental Disorders (DSM) symptoms of ADHD. Kids come in for treatment because the teacher calls the parents and says, "You need to come in for a conference. I'm having difficulty with your child in school." Or because things aren't going well at home with daily chores or sibling fights or getting into trouble around the neighborhood. The impairment is the difficulty that mediates the long-term outcome, or child’s success, so it’s what should be targeted in treatment.

Stop sign icon. Prohibition symbol. No sign. Orange circle button with icon. Vector
3 of 11

Treatments to Avoid

These treatments and interventions are commonly used with children following an ADHD diagnosis, but they are not proven to be effective:

  1. Elimination diets
  2. Biofeedback/neural therapy/attention (EEG) training
  3. Allergy treatments
  4. Chiropractics
  5. Perceptual or motor training/sensory integration training
  6. Treatment for balance problems
  7. Occupational therapy
  8. Dietary supplements (megavitamins, blue-green algae)

[Free Resource: 4 Parent-Child Therapies for Better Behavior]

Mother And Daughter Painting Picture In Garden Together
4 of 11

Which Treatment is Best?

The only therapies that are proven effective for treating ADHD are behavior therapy/modification, stimulant medication, or a combination of the two. It works best to start with behavior therapy, and then see if you need to add medication as a supplement if behavior therapy doesn’t totally fix functioning issues. If needed, medication should be very gradually to find the lowest possible dose that works.

Since ADHD is a chronic issue, the most important thing parents and teachers can do is learn how to consistently implement strategies to manage children’s behavior. Medication has short-term effects, but not long-term effects. It doesn’t change the parts of the brain that make children learn better, it just makes kids more able to sit still and do seat work.

5 of 11

How to Evaluate Impairment

The first step in starting a behavior modification program is to complete an assessment of daily impairment and adaptive skills. This is the most fundamental aspect of initial evaluation; it determines the target areas of treatment, and sets a baseline for ongoing assessment to evaluate treatment response.

Brief teacher and parent rating scales are sufficient to indicate if ADHD is a problem. Parents and teachers use the impairment rating scale (IRS) to describe what they see as the child's primary problems in narrative format. Raters then rate how the child's symptoms have affected each of the following domains:

  1. relationship with peers/siblings
  2. relationship with parents or teachers,
  3. his or her academic progress,
  4. your classroom/family in general
  5. his or her self-esteem, and
  6. overall problem/need for treatment
Drawing of the words "Positive" and "Negative" on a chalkboard, the different kinds of self talk
Chalk drawing – Positive or negative
6 of 11

Parent Intervention

The behavioral approach focuses on parenting skills, the child's behavior, and family relationships. Parents learn skills, like how to pay positive attention to your child when she's doing what you like, and how to modify the techniques as necessary.

The A, B, Cs of behavior modification for parents are: Modify Antecedents (things that happen before behaviors, e.g., a request of a child), Behaviors (the thing the child does in response that parents want to change), and Consequences (things that happen after the behavior e.g., the response to disobedience).

It's not trying to teach children to think differently, but rather teaching parents how to use their attention and positive consequences to shape the child's behavior and reinforce things they want the child to do more of, and gentle negative consequences to help the child learn.

Speaker at Business Conference with Public Presentations. Audience at the conference hall. Entrepreneurship club. Rear view. Horisontal composition. Background blur.
7 of 11

Parenting Skills Programs

The most common way to learn these skills is through group-based, weekly sessions with a therapist (8-16 sessions). Parents are taught a technique, go home and implement what they learned, and discuss progress, problem-solve, and learn a new technique each week. Then, sessions often fade to monthly or quarterly once behavior is under control.

Interventions need to be feasible and palatable for families so they can be maintained in the long run. Programs teach skills like rewards systems, and how to give proper commands. Improvement is often gradual, and there should be a plan in place if the child backslides, especially during major developmental transitions like entering middle school.

["None of Us Were Trained How to Be Good Parents"]

8 of 11

Teacher Skills Training

Behavioral intervention in schools can only happen if teachers focus on good classroom management practices, academic performance, and peer relationships.

Teacher training is widely available in school-wide programs that train all staff and administrators, or in a consultant model — beginning with initial weekly sessions with a therapist or school psychologist, then contact fades as teachers learn the skills to use with children with ADHD during school hours. Typically, teachers need 2 to 10 hours of training. The behavioral techniques should integrate with school-based programs like IEPs and 504 plans, and be available to all relevant staff.

Standardized test with a yellow pencil and report card on a wooden desktop.
9 of 11

Daily Report Card

The one thing that’s absolutely essential for kids with ADHD is a daily report card. It’s a tool for ongoing monitoring of a child's progress, and can be used to titrate the appropriate dose of meds if necessary.

A parent or therapist works with the school to determine the child's goals — what will make the child function better in the classroom, the major things that need to be reduced in terms of problems or academic work. Then, together they set up a simple system for the teacher to evaluate how a child is doing periodically throughout the day, give the child feedback, and provide a note home. Parents follow up at home with rewards for the child having a good day at school.

This tool is necessary because kids with ADHD need specific feedback for their behavior more frequently than once a week. It costs little, and takes little teacher time, but is effective in changing kids' behavior at school. Once the daily report cards are set up, they reduce the amount of time teachers must spend dealing with the child’s problematic behaviors, and provide a tool for ongoing monitoring of the child’s progress.

Boy affected by autism with perception difficulties.
10 of 11

Child Interventions

The behavioral and developmental approach used with children focuses on teaching academic, recreational, and social/behavioral competencies, decreasing aggression, increasing compliance, developing close friendships, improving relationships with adults, and building self-efficacy.

There are various levels of treatment: paraprofessionals, intensive treatments like 8-week summer programs, after-school sessions, and 6-hour Saturday sessions. All of the programs use a core set of procedures that include coaching, use of examples, modeling, role-playing, feedback, rewards and consequences, and practice.

8 Comments & Reviews

  1. It’s confusing (and frustrating) when this article includes under Treatments to Avoid, any Neuro or Biofeedback; while in several other articles from Additude it says that Neurofeeedback can be as useful as medicine in some cases without the side effects. Now which is it? I’ve started neurofeedback largely because I saw it recommended at Additude.

    1. This article if focused on children. I too began neurofeedback therapy after my therapist suggested it. Keep in mind this article is speaking specifically to the point of treating children.

      1. Sadly, the neurotherapy IS for my child. Other articles on Additude suggested this might be even better for children since their brains are still growing and developing. I wish the “experts” could find some agreement in how to really help with ADHD. I’m beginning to believe there are no real experts in this area.

  2. This article seems contradictory. It says to avoid Occupational Therapy but then goes on to talk about the need to assess impairments and adaptive skills. Both of those are commonly addressed by OTs in outpatient and school settings. OT is not just sensory and motor. We look at daily living skills and do task analysis to address skills deficits and the need for environmental adaptations. There are certain interventions (ex. Cog-Fun approach to address executive functioning) within OT that have at least one randomized control trial as well as other studies supporting them. There are many different approaches within the scope of “Occupational Therapy” so it seems odd to make a blanket statement around an entire discipline.

  3. Behavioral therapy does not include some important considerations. If you read The Parents’ Guide, by Dinkmeyer & McKay, Greentree press, you will see that children have goals for misbehavior. If, even after medication treatment, the child’s behavior is annoying or even outrageous, his goal may be attention getting.

    The cure is not to give him the response he expects, and thinks he can predict (such as shouting, threatening, or a lecture.) You need to respond to the behavior if it is destructive, but calmly and with as little verbage as possible.

    The book says you have a “gut-level radar” (my choice of words) that tells you the child’s goal. If you feel like getting back at him, his goal is revenge. Don’t do what you would normally do, that he can predict based on the past.

    If you feel like taking power, his goal is power. If you feel like doing something for him, his motive is a display of inadequacy, and he expects you to step in. Express confidence in his ability to handle it.

    If you feel inferior (to a teenager) don’t be embarassed because you don’t know a rock song, or a current hair or clothing style, a slang term, or what “all the kids are doing.”
    And so on. — E. E. Douglas, M.Ed. LPC LMFT Oklahoma City

  4. Continuing the above, remember you already have power, and don’t need to lecture on things you have said before (unless he has amnesia) or get loud (unless he’s deaf) or threatening, to get him to do something. You can choose whether he has a telephone, a job, an allowance, a weekly trip to McDonalds, going to his friend’s house or vise versa, and so on.
    If you take these things from him, let him know in advance what a behavior will cost him, so he won’t take it as your “getting even.” If possible, what he loses should be logically connected to the behavior (such as his bicycle being stored because he rode it in the street.) Sometimes there would be a natural connection, such as if his bicycle is stolen because he left it out when you had told him not to, you will not buy another one.

      1. I am interested in learning more from genedoug. Having hard behavioral issues with my teen( and have these peaks in conflict every few months) despite treatment. Are u a professional in OKC I could contact for help?

Leave a Reply