The treatment of ADHD involves a multimodal intervention able to combine pharmacological, psycho-educational and psychotherapeutic interventions.
Psychostimulants are considered the most effective drugs for adolescents, children and adults with ADHD. Among the drugs used are methylphenidate (Ritalin), amphetamines (Adderal), destoanfetamine (Dextrostat, Dexedrine) and atomoxetine (Strattera). These products are available on RXShopMD. The main positive effects are on maintaining the levels of attention, impulsivity and hyperactivity.
In order for there to be lasting improvements over time it is essential to combine pharmacological treatment with a combination of cognitive and behavioral strategies that help children, parents and teachers to reach a full understanding of the problem and the management of the problematic behaviors present.
The cognitive-behavioral programs of proven effectiveness for ADHD provide for various interconnected levels of interventions that involve: the family, the scholastic environment, the individual treatment of the child.
ADHD in the family: intervention with parents
Parent- directed intervention programs (ADHD Parent Training ) are designed to increase awareness and awareness of ADHD disorder by developing parent management skills and changing dysfunctional behaviors in the relationship with the child. The main focus of the intervention is on the development of greater reflective capacities on the part of the parents, to help them acquire greater coherence and stability in their educational strategies that help and support the child in acquiring the ability to self-manage (Vio, Marzocchi, Offer , 2000).
A fundamental role is played by the promotion of a better emotional climate in the family and a more effective communication with the child, also by defining better limits and rules to be followed.
ADHD at school: intervention with teachers
The teacher- oriented intervention (ADHD Teacher Training ) aims to provide information in a first phase to achieve full knowledge of the ADHD disorder . This is an important prerequisite for the recognition of the positive aspects of the child.
It is central in this perspective to provide teachers with information on a structuring of the school environment that takes into account the needs and characteristics of the hyperactive child, to enhance his attentional skills and learning. They also provide teachers with strategies to manage and modify dysfunctional behaviors, as well as improve their relationships with peers.
Intervention with the child
Cognitive-behavioral therapy with the child with ADHD is addressed synergistically to all areas involved in the disorder and deficit. They are taught to the child strategies that guide him in a systematic way to the planning of his / her own behavior in the different spheres of life and to the resolution of the problems (Problem Solving). Great attention is paid to the acquisition of the ability to monitor their actions, developing a self-regulating capacity towards impulsivity and inattention.
Furthermore, the child learns to extract important information from his mistakes in self-correction, but also to be able to reward himself for the achievement of positive results.
The intervention is also aimed at increasing social skills, through the respect of the rules, the development of more effective interactions and the ability to decode the emotional state of others, in order to respond and relate in an appropriate and functional way.
