Smartphone-based contingency management for smoking cessation with smokers diagnosed with attention-deficit/hyperactivity disorder.

2016 ◽  
Vol 2 (2) ◽  
pp. 116-127 ◽  
Author(s):  
Moran Dan ◽  
Michael J. Grabinski ◽  
Bethany R. Raiff
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Smoking Cessation ◽  
Attention Deficit ◽  
Contingency Management ◽  
Hyperactivity Disorder

Session 13: Parent Coaching Session 1: Between Adolescent Sessions 3–5

2020 ◽  
pp. 161-168
Author(s):  
Susan E. Sprich ◽  
Steven A. Safren
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Parenting Style ◽  
Attention Deficit ◽  
Management System ◽  
Behavioral Therapy ◽  
Contingency Management ◽  
Parent Coaching ◽  
Hyperactivity Disorder ◽  
Limit Setting ◽  
Coaching Session

This chapter describes the first optional parent coaching session. The primary goal of this session is to assess parent motivation for and hopefulness about cognitive behavioral therapy (CBT) in helping their adolescent with attention-deficit/hyperactivity disorder (ADHD). The therapist can also discuss services that the adolescent is currently receiving at school, help the parents decide if other services are needed, and talk about how to advocate for these services. Other topics discussed in this chapter are how the contingency management system is working, how to address any issues with this system that may have come up, parenting style, and limit-setting with adolescents.

Childhood Attention-Deficit/Hyperactivity Disorder: Nonpharmacological Treatments and Their Combination With Medication

2007 ◽  
pp. 3-28 ◽  
Author(s):  
Stephen P. Hinshaw ◽  
Rachel G. Klein ◽  
Howard B. Abikoff
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Behavior Therapy ◽  
Attention Deficit ◽  
Contingency Management ◽  
Psychosocial Interventions ◽  
Childhood And Adolescence ◽  
Clinical Value ◽  
Clinical Behavior ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a persistent disorder of childhood and adolescence that mandates early and effective intervention. Among psychosocial interventions, direct contingency management applies systematic manipulation of rewards and punishments in specialized settings. It typically yields large effects on behavior and academic performance, but (a) outcomes are often appraised through single-case experimental designs, outside the typology of clinical trials used in this volume, and (b) their effects tend not to generalize or maintain beyond the settings in which they are applied. Clinical behavior therapy involves consultation with parents and teachers regarding optimal home and school management practices. A number of Type 2 trials demonstrate the clinical value of such procedures for the behavior problems of children with ADHD as rated by parents and teachers but typically not by independent observations. Several Type 1 investigations of systematic combinations of direct contingency management plus clinical behavior therapy have yielded findings indicating significant improvements, but effects on symptoms are smaller than those found with medication. Multimodal treatment—combining intensive behavioral intervention with well-delivered pharmacological agents—does not always reveal significantly superior outcomes to medication alone, but it more consistently yields normalization of behavior patterns among children with ADHD. Further work on tailoring psychosocial interventions to ADHD-related deficits and impairments and on promoting generalized change beyond specifically targeted behaviors is urgently needed.

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