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Tools&Techniques for Managing ADHD from the Paul Keene Interview 5-21-2009
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2010-01-07
ADHD CHILDREN NEED EXECUTIVE FUNCTIONING SUPPORT
- Frontal-striatal regions of the brain are attributed to the dysfunction of ADHD. Neuropsychological
deficits cause problems with working memory, focus, planning, and shifting from one task to another.
Although volume
reductions may be noticed in other areas of the brain, the frontal and cingulate regions of the cerebrum are especially involved.
These areas of the brain are responsible for the skills of attention and executive function.
Some refer to this
deficit as Executive Functioning since one must be able to organize, attend, prioritize, remember, and self-regulate
in a manner similar to those performing executive functions for a company.
No matter what we choose to call it,
the skills listed are required for achieving success at school, home, and work. When the skills are weak, sporatic, or non-existent,
the child struggles through life.
Strategies that support Executive Function - Behavior management plan-Set logical rules and expectations regarding chores, homework, appropriate
behaviors, etc., with consequences (both positive and negative) and stick to them
- Organization-Reflect
organization not only for the child, but within the home as well
- Set Routine-Set a routine to be followed and use it. When changes occur prepare the child ahead of time and
give logical explanations (appointments, meetings, special circumstances)
- Post daily schedules-It
is important that the child check the schedule throughout the day with a visual reminder
- Share
your plan with others-Keep school, organizations, community groups, and others who are regularly involved with your child
informed and ask for their cooperation in supporting your plan of action
There are strategies
that can be designed for your child's individual needs. If you would like a FREE consultaion to discuss your child,
send Paul an email at paul@keenehealth.net or complete the form at http://www.keenehealth.net/id66.html.
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