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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

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Attention Deficit Hyperactivity Disorder (ADHD) and types of ADHD

Basic interventions with ADHD

ADHD and the typical comorbidity


Inattentive 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

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

Inattention symptoms continued

    • Often distracted by extraneous stimuli
    • Often forgetful in daily activities

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

Impulsivity symptoms

    • Blurts out answers before the question is completed
    • Difficult awaiting turn
    • Interrupts or intrudes on others (butting into conversations or games)

Inattentive type

  • Hyperactive-Impulsive type
  • Combined type
    • Helps to put on the tri Venn diagram
  • Diagnosed before age 7




Not otherwise specified

adhd classroom strategies


Two desks

Supply paper and pencils

Direct questions specifically to the child(say two questions)

Allow to give hints

Adhd classroom strategies
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

Special time
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

Connect dot game
special time1

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

Special time
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
Oppositional Defiant disorder
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
conduct disorder1

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
Conduct Disorder
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
Antisocial Personality Disorder
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
DSM possible changes

Parent training (Barkeley Program for Parents)

Supportive environment






Giving choices

Giving hints

Using self monitoring

veggie burger of feed back
Veggie burger of feed back
  • 3. Top: positive
  • 2. Middle: feedback with “I” messages
  • 1. Bottom: positive

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.


    • Children and adults with Attention Deficit Disorders
    • Combined resources
    • National Association of School Psychologists
    • Department of Education

    • National information center for children and youth with disabilities
    • American Academy of Pediatrics
    • American Psychological Association
    • American Academy of Child and Adolescent Psychiatry