Nonpharmacological Considerations for Managing ADHD

CBS Therapy's Podcast

Attention deficit/hyperactivity disorder (ADHD) is one of the most prevalent disorders of childhood. The CDC estimates that between 3 and 7% of school-aged children have ADHD. Characterized by inattention, impulsivity and/or hyperactivity, ADHD impacts many areas of a child’s life. This includes social participation with peers and relationships with adults, academics, executive functioning skills like organization and time management, and more. Pediatricians may recommend medication and/or a variety of non-pharmaceutical interventions.

Nonpharmacological Interventions

1. Behavior modification: This intervention involves using behavioral strategies in everyday routines to provide structure, reward positive behavior, and communicate expectations.

2. Cognitive Behavioral Therapy: Also known as CBT, cognitive behavioral therapy involves self-management that results in behavior modification. The process involves identifying and challenging problematic thoughts and behaviors and replacing them with practical actions.

3. Environmental Modifications: Children with ADHD are more likely than their peers to be overresponsive to sensory input; thus, the classroom can be more difficult for them to navigate.

4. Sensory Integration: Sensory integration is a specific intervention approach used by occupational therapists. This sensory-rich therapy allows children to process and integrate different kinds of sensory input in a controlled environment.

5. Activity Modifications: For the child with ADHD, a multi-step activity can become overwhelming and result in behaviors or withdrawal. Breaking down large tasks into manageable chunks can allow the child to experience success. Reduce the size of homework or the amount of written material on handouts.

6. Social Skills Training: Social skills training provides children with ADHD the opportunity to learn and practice social skills. Several professionals use this intervention, and intervention may include education, use of social protocols, modeling, role-playing, practice in the community, and more.

7. Team Collaboration: When a child’s disability impacts their participation at school, the child’s team may adopt an IEP or 504 plan. Children benefit from interdisciplinary collaboration, and the team may consist of the parents or caregivers, the child’s physician, special education teacher, regular education teacher, social worker, counselor, or occupational therapist.

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