Description
Book SynopsisTraditional treatments of Attention Deficit Hyperactivity Disorder (ADHD) have been designed to contain a neurobiological delay that renders individuals less capable of resisting shortsighted behaviors. This work critiques that analysis of ADHD, and proposes an alternative strategy to reduce the incidence of ADHD responses. Rather than invoke biological determinism, with all of its contradictions and pitfalls, ADHD patterning is understood within a learning paradigm - a well accepted conceptual framework within the field of Psychology. By focusing on the ways in which ADHD actions and reactions are reinforced, readers will notice an increase in precision and scope when accounting for ADHD frequency rates. While most ADHD therapies are based on medicine and stringency, this book advises to develop the child''s autonomy and encourages interdependent communication to avoid the flaws of traditional treatments. Because ADHD remedies have not shown impressive long-term efficacy, the book''
Table of ContentsChapter 1 A Basis for Self-reliant/Collaborative Interacting Chapter 2 The Traditional Intervention Regime Chapter 3 Raising Questions about Traditional Claims and Formulations Chapter 4 A Return to Psychology Chapter 5 Getting Started Chapter 6 A Comparison of Interventions Chapter 7 Additional Applications and Considerations Chapter 8 ADHD Responding in School Chapter 9 The Case of Jimmy
