Behavioral Modification for Children Having Thesis

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Most of the research has focused on ADHD with a hyperactive component, because this poses more behavioral problems in the classroom. Also, ADHD-I tends to show less of a positive response to medication (Pfiffner, 2007). Focusing on social skills training for disruptive youths that is the usual curricula of behavioral modification programs ignored "the profound differences in attentional problems and impairments between the two major types of ADHD... those with ADHD-I have more severe alertness/orientation problems, including more symptoms of sluggish cognitive tempo" or daydreaming (Pfiffner 2007). The success of the approach tailored to a specific subpopulation's need, with "less focus on disciplinary strategies and greater focus on improving homework routines, independence, and organizational and time-management skills to improve academic problems" was not only highly successful, but highlights the need for greater specificity in diagnosis and treatment of ADHD students. The randomized control study of 69 children involved using social modeling, rewards to shape behavior, setting goals for social interactions, and school functioning as well as the use of 'tokens' or gold stars and other rewards for meeting goals and staying on task. The children were not 'home schooled,' despite the misleading title of the study, they did attend school in a general setting, but the 'home schooling' component nature of the study was that parents administered the BPT therapy as well as teachers.

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Another unique 2007 study citing the value of behavioral modification therapy was that of "Father participation in behavioral parent training for ADHD: Review and recommendations for increasing inclusion and engagement." This study was embarked upon because it was found that there were high rates of parental noncompliance in behavioral parent training (BPT) even amongst fathers, although fathers are often.....

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