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A
Program For Developing Internal Language, Self-Regulation and Attention
in Children and Adolescents with Attentional and Learning Difficulties
Attentional Deficit and Learning Disorders are extremely prevalent in
the community, collectively ranging from 3 - 15 % (Root & Resnick,
2003; Rosebraugh, 2000; Whitaker, 2004). Both Attention Deficit Disorders
and Learning Disorders also typically co-occur in a very high percentage
(70%) of children (Mayes et al., 2000; Maynard et al., 1999). Symptoms
range from difficulty paying attention and maintaining vigilance, problems
with memory and learning, impulsivity and disruptive behaviour, and reading,
problem solving, and listening difficulties. An average school with a
student population of about 500 students can expect approximately 30
- 75 students with attentional and learning difficulties. Many of these
students will go unnoticed, but could otherwise be helped leading to
better scholastic results and classroom productivity.
We have developed a program that combines scientifically
validated cognitive behavioural techniques and language based techniques
that facilitate metacognition and internal language (Ardoin & Martens, 2004; Barkley, 1998; Beck, 1963; 1964; 1964; 2005; Bell, 1986; Evans et al., 2004; Flannery-Schroeder et al., 2004; Levy, 2001; Miranda & Presentacion, 2000; Powers et al., 2005; Root & Resnick, 2003; The MTA Cooperative Group, 1999; Wiig & Wilson, 2001).
It is the intergration
of metacognitive - internal language and cognitive behavioural based
techniques that leads to the successful treatment
of children with ADHD or attentional difficulties.
These methods are also often preferred by parents who
are looking for alternatives to medication. However, medication does
improve a child's receptivity to the program and in most cases provides
an important adjunct, and in some cases may be absolutely necessary.
More importantly, when cognitive behavioural and psychosocial methods
are combined with medication approaches they can provide a very affective
treatment for severe attentional and behavioural disorders and permit
a reduction and an eventual elimination in medication dosage across time
(Levy, 2001; The MTA Cooperative Group, 1999).
For more details of our program or to speak to a consultant
please contact
us.
References
Ardoin, SP and Martens, BK (2004). Training Children to
Make Accurate Self-Evaluations: Effects on Behavior and the Quality of
Self-Ratings. Journal of Behavioral Education , 13 (1),
1-23.
Barkley, RA (1998). Attention-deficit hyperactivity disorder:
A handbook for diagnosis and treatment. 2nd. Guilford Press, New York,
NY.
Beck, AT (1963). Thinking and depression: I. Idiosyncratic
content and cognitive distortions. Archives of General Psychiatry , 9 (4),
324-333.
Beck, AT (1964). Thinking and depression: II. Theory and
therapy. Archives of General Psychiatry , 10 (6),
561-571.
Beck, AT (2005). The Current State of Cognitive Therapy:
A 40-Year Retrospective. Archives of General Psychiatry , 62 (9),
953-959.
Beck, AT, Sethi, BB, and Tuthill, RW (1964). Childhood
bereavement and adult depression. Archives of General Psychiatry , 9 (3),
295-302.
Bell, N (1986). Visualizing and verbalizing for language
comprehension and thinking. Lindamood-Bell.
Evans, SW, Axelrod, J, and Langberg, JM (2004). Efficacy
of a School-Based Treatment Program for Middle School Youth With ADHD:
Pilot Data. Behavior Modification , 28 (4),
528-547.
Flannery-Schroeder, E, Suveg, C, Safford, S, Kendall, PC,
and Webb, A (2004). Comorbid externalising disorders and child anxiety
treatment outcomes. Behaviour Change , 21 (1),
14-25.
Levy, F (2001). Implications for Australia of the Multimodal
Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder. Australian
and New Zealand Journal of Psychiatry , 35 (1),
45-48.
Mayes, SD, Calhoun, SL, and Crowell, EW (2000). Learning
disabilities and ADHD: Overlapping spectrum disorders. Journal of
Learning Disabilities , 33 (5), 417-424.
Maynard, J, Tyler, JL, and Arnold, M (1999). Co-occurrence
of attention-deficit disorder and learning disability: An overview of
research. Journal of Instructional Psychology , 26 (3),
183-187.
Miranda, A and Presentacion, MJ (2000). Efficacy of cognitive-behavioral
therapy in the treatment of children with ADHD, with and without aggressiveness. Psychology
in the Schools , 37 (2), 169-182.
Powers, SW, Jones, JS, and Jones, BA (2005). Behavioral
and Cognitive-Behavioral Interventions with Pediatric Populations. Clinical
Child Psychology and Psychiatry , 10 (1), 65-77.
Root, RWI and Resnick, RJ (2003). An Update on the Diagnosis
and Treatment of Attention-Deficit/Hyperactivity Disorder in Children. Professional
Psychology - Research & Practice , 34 (1),
34-41.
Rosebraugh, CJ (2000). Learning disabilities and medical
schools. Medical Education , 24 (12), 994-1000.
The MTA Cooperative Group (1999). A 14-Month Randomized
Clinical Trial of Treatment Strategies for Attention-Deficit/Hyperactivity
Disorder. Archives of General Psychiatry , 56 (12),
1073-1086.
Whitaker, S (2004). Hidden learning disability. British
Journal of Learning Disabilities , 32 (3), 139-143.
Wiig, EH and Wilson, CC (2001). Map
it out: Visual tools for thinking, organizing, and communicating. Thinking
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