ADHD as a Learned Behavioral Pattern: A Less Medicinal More Self-Reliant/Collaborative Intervention

by Craig Wiener

Overview

Traditional 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's goal is to present new options to arm practitioners with viable alternative solutions to ADHD behaviors.

Product Details

ISBN-13:	9780761838098
Publisher:	University Press of America
Publication date:	05/08/2007
Pages:	300
Product dimensions:	6.07(w) x 9.05(h) x 0.75(d)

About the Author

Craig Wiener is a licensed Psychologist and a faculty member in the Department of Family Medicine and Community Health at the University of Massachusetts Medical School. He received he doctorate degree in Education from Clark University in 1979. Since that time, he has been working with individuals diagnosed as ADHD in his private practice, and at Family Health Center of Worcester, where he has functioned as Clinical Director of Mental Health Services since 1993. He is also the author of Attention Deficit Hyperactivity Disorder as Learned Behavioral Pattern: A Return to Psychology, which provided the foundation for this book.

Table of Contents

Chapter 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