By Mary V. Solanto PhD
The remedy application offered during this ebook bought the cutting edge application of the yr Award from CHADD (Children and Adults with ADHD).
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Additional resources for Cognitive-Behavioral Therapy for Adult ADHD: Targeting Executive Dysfunction
It is important that these be repeated liberally to the group when appropriate in order that the habits they describe become second nature. Note that it is necessary to be somewhat more didactic in this respect than one might otherwise be in working with adults. This is because many of these skills and habits are, in general, not arbitrary or “negotiable,” and the individual with ADHD needs a nonambiguous statement that has clear implications for action. 1. In order to encourage the use of strategies in everyday life, several of the mantras incorporate a cognitive signal or cue that will remind the patient to use the strategy.
The “spill over” of such tasks to his wife’s responsibility has created strains in their relationship. Recommendations 1. Trial of stimulant medication. If trials of both methylphenidate and d-amphetamine prove to be suboptimal with respect to either efficacy or side effects, then a trial of the nonstimulant Strattera (atomoxetine) should be considered. 2. Individual therapy, utilizing cognitive-behavioral techniques in order to: Diagnostic Evaluation of ADHD in Adults 39 a. Foster development of effective self-management strategies in time management and organization.
2. Individual psychotherapy is recommended in order to provide support and psychoeducation about ADHD; address problems of time management, planning, and anger management (preferably using cognitive-behavioral methods); and mitigate anxiety and depression, as described above. 3. Neuropsychological testing to assess a possible learning disorder in mathematics. Commentary Beth’s is a protypical case of ADHD, combined type. Although her disorder was never previously diagnosed, a review of this young woman’s developmental history reveals all three of the classic symptoms—inattention, hyperactivity, and impulsivity—beginning in grade school and continuing through to the present.