Child adol treatment

U
University of MiamiUniversity of Miami
Treatment of Child/Adolescent
         Disorders
Autism Spectrum Disorders (ASDs)

 ASDs include Autistic disorder, Asperger syndrome,
  and Pervasive Developmental Disorder not otherwise
  specified.
 Based on research, behavioral therapies that help
  children with ASDs provide structure, direction, and
  organization for the child. Family participation in
  therapy is also necessary for success.
 Behavioral therapies for ASDs should start as early
  as possible.
Behavioral therapies for ASDs

 Behavioral therapies help children with ASDs build
  language, social and play skills.
 Applied behavioral analysis (ABA) is frequently used for
  children with ASDs and research shows that it can be
  very effective in helping children with ASDs.
 ABA involves identifying the behaviors that need to be
  reduced and the ones that need to be built.
 In ABA the child practices skills repeatedly and the
  therapist constantly provides positive reinforcements for
  the child. The program is highly individualized based on
  the child’s interests, abilities and behavior.
Applied Behavioral Analysis (ABA)

 ABA is a general intervention approach that can be
  adapted to different circumstances and settings. ABA
  can be used in combination with other psycho-
  educational and behavioral strategies.
 In ABA, the skills and behavior of each child are
  assessed, and appropriate functional skills to be
  taught are chosen with respect to the child’s ability.
 The teaching environment is is set up to emphasize
  classroom structure, to adapt instructional activities,
  and to develop meaningful curriculum.
Early Intensive Behavioral Intervention (EIBI)

 Early intensive behavioral intervention (EIBI) in contrast to ABA, is
    a much more prescriptive, manualized program that integrates
    components of ABA.
   Children in an EIBI program have therapy approximately 40 hours
    per week over the course of up to two years.
   It is recommended that the child start therapy before the age of
    three.
   Two manualized EIBI programs are the University of California, Los
    Angeles (UCLA)/Lovaas model and the Early Start Denver Model
    (ESDM). Both programs involve high intensity instruction using
    ABA techniques but have several differences.
   The UCLA/Lovaas method uses one-on-one therapy sessions and
    discrete trial teaching.
   The ESDM uses ABA principles with developmental and
    relationship-based approaches for young children.
Other interventions for ASDs

 Cognitive behavioral therapy- CBT is used to teach children with ASD to
  monitor and manage their own behaviors through changing their
  perceptions, self-understanding and beliefs. Change is more likely to take
  place when a child is actively involved in their own behavior management.
  CBT is only appropriate for children with some degree of self-
  understanding and self- awareness and are therefore mostly used with
  school-age children and adolescents with High Functioning Autism and
  Asperger’s Disorder.

 Social Skills Interventions – Peer-mediated intervention is used to
  encourage specific social skills and to also encourage broader interactions
  and relationships (Rogers, 2000; McConnell, 2002). In this type of
  intervention, children without ASD are taught how to initiate, elicit,
  prompt and reinforce social behaviors of children with ASD (Odom,
  Chandler, Ostrosky, McConnell, & Reaney, 1992). Parents can also be
  taught to train siblings to use peer-mediated approaches at home to
  improve child-sibling interactions (Strain, Kohler, Storey & Danko, 1994).
Childhood Schizophrenia

 Treatment should include family education and ongoing
    family intervention so that the family is in the best position to
    provide support to the child.
   Individual treatment with the adolescent must take into
    account the child’s developmental level.
   Due to likely social skills deficits, social skills training should
    be an integral part of the treatment.
    These sessions teach kids the coping mechanisms and
    communication skills that will help them go to school and
    socialize with their peers.
    Cognitive behavioral therapy is also commonly recommended
    to help children manage their symptoms; it’s been shown to
    reduce both severity of symptoms and the risk of relapse.
Psychoeducational Family Therapy

 A psychoeducational approach helps families learn
  skills and gain resiliency to handle chronic
  problems/illnesses that affect a member of the
  family.
 Traditional family therapy techniques are used:
  joining, establishing an alliance with family
  members, maintaining neutrality, and assessing how
  to gain positive outcomes.
 Combining medication management and a family
  psychoeducational intervention offers families a therapeutic
  package aimed at reducing family stress and preventing
  symptomatic relapse in the schizophrenic member.
 When family members are not being blamed for the
  development of the disorder in one of their members it is
  easier to engage and retain them into treatment programs,
  thus increasing the likelihood of improved treatment
  compliance.
 Their willingness to work with the therapist is also increased if
  they understand that efforts will help them reduce the family’s
  level of emotional intensity so that relapse in the
  schizophrenic might be delayed or reduced in severity.
 Because schizophrenia can be considered a chronic disorder, a
    medical family therapy can also be utilized as an intervention.
   Medical family therapy consists of a coordinated effort by an
    interdisciplinary team to treat a disorder. The focus is helping
    families to cope better with a chronic illness, manage medication,
    communicate better with providers, and accept that the illness may
    not be cured.
   This model for family therapy replaces the traditional medical
    model that focuses exclusively on a sick individual receiving care to
    one in which the family becomes a key component to the caregiving
    system.
   It seeks to draw out the family’s strengths so as to enhance coping.
   Therefore, both psychosocial factors and biological interventions
    play an important role in improving outcomes for the family
    member with schizophrenia and the family.
Childhood Eating Disorders-
                     Anorexia and Bulimia


 Treatment includes: Adequate nutrition, reducing excessive exercise, and
    stop-ping purging behaviors.
   For less severe eating disorder cases individual therapy and medication are
    effective for many eating disorders. However, in more chronic cases,
    specific treatments have not yet been identified.
   Treatment plans often are tailored to individual needs and may include one
    or more of the following: 1. Individual, group, and/or family
    psychotherapy, 2. Medical care and monitoring, 3. Nutritional counseling,
    4. Medications.
   Individual therapy should focus on resolution of distorted cognitions, body
    image and self-image issues, and treatment of mood and anxiety disorders.
   Family therapy should focus on education, addressing communication,
    family relationships, and individuation issues.

 Some patients may also need to be hospitalized to treat problems caused by
    mal-nutrition or to ensure they eat enough if they are very underweight.
Anorexia Nervosa

 Treating anorexia nervosa involves three components:
  Restoring the person to a healthy weight, treating the
  psychological issues related to the eating disorder,
  reducing or eliminating behaviors or thoughts that lead
  to insufficient eating and preventing relapse.
 Different forms of psychotherapy, including individual,
  group, and family-based, can help address the
  psychological reasons for the illness.
 In a therapy called the Maudsley approach, parents of
  adolescents with anorexia nervosa assume responsibility
  for feeding their child. This approach appears to be very
  effective in helping people gain weight and improve
  eating habits and moods.
Bulimia Nervosa

 To reduce or eliminate binge-eating and purging
  behaviors, nutritional counseling and CBT can be
  effective.
 CBT helps a patient focus on his or her current problems
  and how to solve them. The therapist helps the patient
  learn how to identify distorted or unhelpful thinking
  patterns, recognize, and change inaccurate beliefs, relate
  to others in more positive ways, and change behaviors
  accordingly.
 CBT that is tailored to treat bulimia nervosa is effective
  in changing binge-eating and purging behaviors and
  eating attitudes. CBT can be individual or group-based.
Behavioral Disorders- ADHD, Conduct Disorder
      and Oppositional Defiant Disorder

 Evidence-based Psychosocial Treatment for
  ADHD - Treatment for ADHD should include a
  psychosocial component.
 Research on the treatment of ADHD supports that
  there are two treatments that have scientific
  evidence for short-term effectiveness: behavioral
  psychosocial treatments—also called behavior
  therapy or behavior modification—and stimulant
  medication. Behavior modification is the only
  nonmedical treatment for ADHD with a large
  scientific evidence base.
 Children with ADHD have problems in daily life functioning
  in many areas including academic performance and behavior
  at school, relationships with peers and siblings, disobedience
  with adults, and relationships with their parents.
 How a child with ADHD will do in adulthood is best predicted
  by three things—(1) whether his or her parents use effective
  parenting skills, (2) how he or she gets along with other
  children, and (3) his or her success in school.
 Behavioral treatments must focus on these things and teach
  skills to parents, teachers, and children with ADHD.
 ADHD is a chronic condition, therefore teaching skills that
  will be valuable to the child as they get older is really critical.
Behavior Modification for ADHD

 Behavior modification is a form of therapy in which parents, teachers, and
  children are taught skills by a therapist.
 Parents and teachers use those skills in their daily interactions with the
  child with ADHD to improve the children’s functioning, the child with
  ADHD uses the skills they learn in their interactions with other children.
 Behavior modification can be thought of as the ABCs—Antecedents (things
  that happen before behaviors that influence them), Behaviors (things the
  child does that parents and teachers want to change), and Consequences
  (things that happen after behaviors that influence them).
 In behavioral programs, adults are taught to modify antecedents (e.g., how
  they give commands to children) and consequences (e.g., how they follow-
  up if a child obeys or disobeys a command) to change the child’s behavior
  (that is, the child’s response to the command). By consistently changing the
  ways that they respond to children’s behaviors, adults teach the children to
  learn new ways of behaving.
 There are three parts of effective behavioral
  interventions for ADHD children—parenting
  training, school interventions, and child-focused
  treatments.
 Teaching parents more effective ways of dealing with
  their children is the most important aspect of
  psychosocial treatment for ADHD.
 Parent, teacher, and child interventions must occur
  simultaneously in order to achieve the best results.
Parent Training

 Behavioral approach
 Focus on parenting skills, child behavior in the home and
    neighborhood, and family relationships (e.g., getting along
    with siblings, complying with parent requests)
   Parents are taught skills by therapists and instructed to
    implement them at home
   Typically group-based, weekly sessions with therapist initially
    (8 to 12 sessions); then faded to booster sessions
   Continually evaluate and modify what is being done to
    identify what works best
   Plan for what will be done if parents or child regress
   Reestablish contact with a therapist for major developmental
    transitions (e.g. start of middle school)
School Intervention

 Behavioral approach
 Focus on classroom behavior, academic performance, and peer
    relationships
   Teachers are taught classroom management skills by a therapist,
    school psychologist or counselor
   Two to 10 hours of training are necessary depending on the
    teacher’s prior knowledge and skills and the child’s severity and
    responsiveness
   Continually evaluate and modify what is being done to identify what
    works best and maintain it as long as necessary
   Plan for what to do if child and plan regress
   Integrate with school-wide plans, and required, school-based
    programs
   Reestablish contact with therapist/counselor for major
    developmental transitions ( entry to middle school)
Child Intervention

 Behavioral approach
 Focus on teaching academic, recreational, and
    social/behavioral competencies, decreasing aggression,
    developing close friendships, and building self-efficacy
   Can include, individual sessions, clinic-based weekly group
    sessions, after-school or Saturday sessions
   Intensive treatment is necessary
   Monitor and modify as needed based on what works best;
    provide as long as necessary (multiple years or when
    deterioration occurs)
   Plan for what to do when child regresses
   Integrate with school and parent treatments
   Reestablish contact with therapist for major developmental
    transitions ( middle school entry)
Conduct Disorder and ODD-Treatments
         that have been shown to work

 Multisystemic Therapy (MST)- an integrative,
  family-based treatment for youth with serious
  antisocial and delinquent behavior. Interventions
  last 3-5 months and focus on improving psychosocial
  functioning for youth and families.
 CBT-emphasizes problem solving skills and anger
  control/coping strategies.
 Parent training programs- focus on teaching and
  practicing parenting skills with parents or caregivers.
 CBT & Parent Training combined
1 de 21

Recomendados

ABA Anxiety disorder por
ABA Anxiety disorderABA Anxiety disorder
ABA Anxiety disorderSARA ISMAIL
2.9K visualizações36 slides
ABA Depression por
ABA DepressionABA Depression
ABA DepressionSARA ISMAIL
1.7K visualizações35 slides
Applied behavioral analysis with ocd (final) por
Applied behavioral analysis with ocd  (final)Applied behavioral analysis with ocd  (final)
Applied behavioral analysis with ocd (final)SARA ISMAIL
2.2K visualizações21 slides
Behaviour modification por
Behaviour modificationBehaviour modification
Behaviour modificationBabu Appat
55.4K visualizações104 slides
Occupational Therapy and Reinforcement (part 1) por
Occupational Therapy and Reinforcement (part 1)Occupational Therapy and Reinforcement (part 1)
Occupational Therapy and Reinforcement (part 1)Stephan Van Breenen
2K visualizações106 slides
Behavior modification por
Behavior modificationBehavior modification
Behavior modificationVhainj Hibe
21.7K visualizações22 slides

Mais conteúdo relacionado

Mais procurados

Behavioural Therapy por
Behavioural TherapyBehavioural Therapy
Behavioural Therapysuzilela
28K visualizações20 slides
Behavioral therapy por
Behavioral therapyBehavioral therapy
Behavioral therapyMonika Kanwar
2.2K visualizações45 slides
Behaviour por
BehaviourBehaviour
BehaviourSushma Rathee
235 visualizações19 slides
Learning principles for behaviour modification por
Learning principles for behaviour modificationLearning principles for behaviour modification
Learning principles for behaviour modificationSushma Rathee
490 visualizações17 slides
Behavioural Therapy por
Behavioural TherapyBehavioural Therapy
Behavioural TherapyFadzlina Zabri
5.5K visualizações34 slides
Behavior Modification por
Behavior ModificationBehavior Modification
Behavior ModificationPhilip Copeland
11.9K visualizações27 slides

Mais procurados(20)

Behavioural Therapy por suzilela
Behavioural TherapyBehavioural Therapy
Behavioural Therapy
suzilela28K visualizações
Behavioral therapy por Monika Kanwar
Behavioral therapyBehavioral therapy
Behavioral therapy
Monika Kanwar2.2K visualizações
Behaviour por Sushma Rathee
BehaviourBehaviour
Behaviour
Sushma Rathee235 visualizações
Learning principles for behaviour modification por Sushma Rathee
Learning principles for behaviour modificationLearning principles for behaviour modification
Learning principles for behaviour modification
Sushma Rathee490 visualizações
Behavioural Therapy por Fadzlina Zabri
Behavioural TherapyBehavioural Therapy
Behavioural Therapy
Fadzlina Zabri5.5K visualizações
Behavior Modification por Philip Copeland
Behavior ModificationBehavior Modification
Behavior Modification
Philip Copeland11.9K visualizações
Behavior modification technique (micko joshua cabel) por Karen Grace Alvaro
Behavior modification technique (micko joshua cabel)Behavior modification technique (micko joshua cabel)
Behavior modification technique (micko joshua cabel)
Karen Grace Alvaro1.1K visualizações
MDT Brief Training por parthenonpublishing
MDT Brief TrainingMDT Brief Training
MDT Brief Training
parthenonpublishing3.4K visualizações
Behaviour therapy por education4227
Behaviour therapyBehaviour therapy
Behaviour therapy
education422765K visualizações
15 Behavioral Modification por BC Chew
15 Behavioral Modification15 Behavioral Modification
15 Behavioral Modification
BC Chew3.1K visualizações
Behavior therapy por Jay Rose Melon
Behavior therapyBehavior therapy
Behavior therapy
Jay Rose Melon854 visualizações
Behavior therapy por JahanaviKhatri1
Behavior therapyBehavior therapy
Behavior therapy
JahanaviKhatri1326 visualizações
17 behaviour management techniques por Mark Felvus
17 behaviour management techniques17 behaviour management techniques
17 behaviour management techniques
Mark Felvus4.3K visualizações
Behaviour Therapy&Cognitive Therapy Web por guest5989655
Behaviour Therapy&Cognitive Therapy WebBehaviour Therapy&Cognitive Therapy Web
Behaviour Therapy&Cognitive Therapy Web
guest59896551.7K visualizações
Behavior Therapy por sonal patel
Behavior TherapyBehavior Therapy
Behavior Therapy
sonal patel890 visualizações
Behavior therapy por Nursing Path
Behavior therapyBehavior therapy
Behavior therapy
Nursing Path27.8K visualizações
Behavioural therapy por ShivnetriChauhan
Behavioural therapyBehavioural therapy
Behavioural therapy
ShivnetriChauhan2.1K visualizações
ABA- Applied behavior analysis por Dr Harim Mohsin
ABA- Applied behavior analysisABA- Applied behavior analysis
ABA- Applied behavior analysis
Dr Harim Mohsin3.6K visualizações
Behaviour modification techniques por Khansa Haq Nawaz
Behaviour modification techniquesBehaviour modification techniques
Behaviour modification techniques
Khansa Haq Nawaz11.5K visualizações

Destaque

To Medicate Or Not Autism Spectrum Handout [Compatibility Mode] por
To Medicate Or Not Autism Spectrum Handout [Compatibility Mode]To Medicate Or Not Autism Spectrum Handout [Compatibility Mode]
To Medicate Or Not Autism Spectrum Handout [Compatibility Mode]Dan Flanigan
2K visualizações50 slides
Healing Families in Problem Gambling Treatment por
Healing Families in Problem Gambling TreatmentHealing Families in Problem Gambling Treatment
Healing Families in Problem Gambling TreatmentOregon Problem Gambling Services
2.5K visualizações37 slides
Psychoeducation or Cognitive Behavioural Therapy for Bipolar Disorder por
Psychoeducation or Cognitive Behavioural Therapy for Bipolar DisorderPsychoeducation or Cognitive Behavioural Therapy for Bipolar Disorder
Psychoeducation or Cognitive Behavioural Therapy for Bipolar DisorderCollaborative RESearch Team to study Bipolar Disorder, UBC
19.1K visualizações25 slides
Art therapy cbt presentation revised por
Art therapy cbt presentation revisedArt therapy cbt presentation revised
Art therapy cbt presentation revisedroger Rogerl
7.6K visualizações58 slides
Lecture 4 strategic family therapy por
Lecture 4 strategic family therapyLecture 4 strategic family therapy
Lecture 4 strategic family therapyNewham College University Centre Stratford Newham
79K visualizações39 slides
Narrative theories por
Narrative theoriesNarrative theories
Narrative theorieseuanstenhouse
14.7K visualizações10 slides

Destaque(8)

Similar a Child adol treatment

Personality eating por
Personality eatingPersonality eating
Personality eatingUniversity of Miami
836 visualizações15 slides
Schizo online course por
Schizo online courseSchizo online course
Schizo online courseUniversity of Miami
386 visualizações10 slides
The Aspen Guide To Teen Treatment por
The Aspen Guide To Teen TreatmentThe Aspen Guide To Teen Treatment
The Aspen Guide To Teen TreatmentAspen Education Group
787 visualizações16 slides
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPT por
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPTBEHAVIOURISTIC APPROACHES TO COUNSELLING PPT
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPTNiveditaMenonC
7.4K visualizações39 slides
Integrated Therapy por
Integrated TherapyIntegrated Therapy
Integrated TherapyLearnwithAnshita
336 visualizações28 slides
Module 11 therapeutic intervention play yoga por
Module 11 therapeutic  intervention  play yogaModule 11 therapeutic  intervention  play yoga
Module 11 therapeutic intervention play yogaMohammed Khan
32 visualizações30 slides

Similar a Child adol treatment(20)

Schizo online course por University of Miami
Schizo online courseSchizo online course
Schizo online course
University of Miami386 visualizações
The Aspen Guide To Teen Treatment por Aspen Education Group
The Aspen Guide To Teen TreatmentThe Aspen Guide To Teen Treatment
The Aspen Guide To Teen Treatment
Aspen Education Group787 visualizações
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPT por NiveditaMenonC
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPTBEHAVIOURISTIC APPROACHES TO COUNSELLING PPT
BEHAVIOURISTIC APPROACHES TO COUNSELLING PPT
NiveditaMenonC7.4K visualizações
Integrated Therapy por LearnwithAnshita
Integrated TherapyIntegrated Therapy
Integrated Therapy
LearnwithAnshita336 visualizações
Module 11 therapeutic intervention play yoga por Mohammed Khan
Module 11 therapeutic  intervention  play yogaModule 11 therapeutic  intervention  play yoga
Module 11 therapeutic intervention play yoga
Mohammed Khan32 visualizações
Parenting management training ppt por daisylyn chuy
Parenting management training pptParenting management training ppt
Parenting management training ppt
daisylyn chuy7.2K visualizações
Psychoeducation por Ashfaq Ahmad
PsychoeducationPsychoeducation
Psychoeducation
Ashfaq Ahmad3.1K visualizações
Topic 8 - Treatment for ADHD 2010 por Simon Bignell
Topic 8 - Treatment for ADHD 2010Topic 8 - Treatment for ADHD 2010
Topic 8 - Treatment for ADHD 2010
Simon Bignell2K visualizações
ADHD PRESEN.pptx por SubhanginiMallick
ADHD PRESEN.pptxADHD PRESEN.pptx
ADHD PRESEN.pptx
SubhanginiMallick22 visualizações
Reducing Obesity Using a Family Centered Approach por cplbrassard
Reducing Obesity Using a Family Centered ApproachReducing Obesity Using a Family Centered Approach
Reducing Obesity Using a Family Centered Approach
cplbrassard2.1K visualizações
Revised article review 2 por bjai7903
Revised article review 2Revised article review 2
Revised article review 2
bjai7903281 visualizações
Section 8 - Treatment for ADHD por Simon Bignell
Section 8 - Treatment for ADHDSection 8 - Treatment for ADHD
Section 8 - Treatment for ADHD
Simon Bignell654 visualizações
Psychotherapy, presentation por Mahmoud Ibrahim
Psychotherapy, presentationPsychotherapy, presentation
Psychotherapy, presentation
Mahmoud Ibrahim131 visualizações
parent management training-drvimal-lmonk-webinar.pptx por VimalkumarSV
parent management training-drvimal-lmonk-webinar.pptxparent management training-drvimal-lmonk-webinar.pptx
parent management training-drvimal-lmonk-webinar.pptx
VimalkumarSV8 visualizações
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues por Tuesday's Child
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesBehavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Tuesday's Child3.1K visualizações
Systemic Family Practice – Dr Judith Lask por CYP MH
Systemic Family Practice – Dr Judith LaskSystemic Family Practice – Dr Judith Lask
Systemic Family Practice – Dr Judith Lask
CYP MH2.2K visualizações
Intervention of autistic children por Simrat Simrat
Intervention of autistic childrenIntervention of autistic children
Intervention of autistic children
Simrat Simrat866 visualizações
Article review 2 por bjai7903
Article review 2Article review 2
Article review 2
bjai7903201 visualizações

Mais de University of Miami

Course merges and augments por
Course merges and augmentsCourse merges and augments
Course merges and augmentsUniversity of Miami
2.1K visualizações8 slides
Using a blackboard wiki por
Using a blackboard wikiUsing a blackboard wiki
Using a blackboard wikiUniversity of Miami
3.9K visualizações37 slides
Blackboard Learn Course Customization: Teaching Styles and Properties por
Blackboard Learn Course Customization: Teaching Styles and PropertiesBlackboard Learn Course Customization: Teaching Styles and Properties
Blackboard Learn Course Customization: Teaching Styles and PropertiesUniversity of Miami
1.3K visualizações11 slides
The Blackboard Learn Calendar por
The Blackboard Learn CalendarThe Blackboard Learn Calendar
The Blackboard Learn CalendarUniversity of Miami
1.1K visualizações8 slides
Yammer Introduction por
Yammer IntroductionYammer Introduction
Yammer IntroductionUniversity of Miami
937 visualizações12 slides
Blackboard Mobile Learn por
Blackboard Mobile LearnBlackboard Mobile Learn
Blackboard Mobile LearnUniversity of Miami
1.2K visualizações11 slides

Mais de University of Miami(20)

Course merges and augments por University of Miami
Course merges and augmentsCourse merges and augments
Course merges and augments
University of Miami2.1K visualizações
Using a blackboard wiki por University of Miami
Using a blackboard wikiUsing a blackboard wiki
Using a blackboard wiki
University of Miami3.9K visualizações
Blackboard Learn Course Customization: Teaching Styles and Properties por University of Miami
Blackboard Learn Course Customization: Teaching Styles and PropertiesBlackboard Learn Course Customization: Teaching Styles and Properties
Blackboard Learn Course Customization: Teaching Styles and Properties
University of Miami1.3K visualizações
The Blackboard Learn Calendar por University of Miami
The Blackboard Learn CalendarThe Blackboard Learn Calendar
The Blackboard Learn Calendar
University of Miami1.1K visualizações
Blackboard Mobile Learn por University of Miami
Blackboard Mobile LearnBlackboard Mobile Learn
Blackboard Mobile Learn
University of Miami1.2K visualizações
Making sign up lists using self-enroll groups por University of Miami
Making sign up lists using self-enroll groupsMaking sign up lists using self-enroll groups
Making sign up lists using self-enroll groups
University of Miami925 visualizações
SafeAssign in Blackboard Learn por University of Miami
SafeAssign in Blackboard LearnSafeAssign in Blackboard Learn
SafeAssign in Blackboard Learn
University of Miami1.6K visualizações
Flipping the Classroom: Flipping a Lesson Using Bloom's Taxonomy por University of Miami
Flipping the Classroom: Flipping a Lesson Using Bloom's Taxonomy Flipping the Classroom: Flipping a Lesson Using Bloom's Taxonomy
Flipping the Classroom: Flipping a Lesson Using Bloom's Taxonomy
University of Miami6.9K visualizações
Lavadodemanoshgm pt por University of Miami
Lavadodemanoshgm ptLavadodemanoshgm pt
Lavadodemanoshgm pt
University of Miami3.3K visualizações
Presentacinlibroseguridad pt por University of Miami
Presentacinlibroseguridad ptPresentacinlibroseguridad pt
Presentacinlibroseguridad pt
University of Miami1.9K visualizações
Cursodeseguridadpowerpoint pt por University of Miami
Cursodeseguridadpowerpoint ptCursodeseguridadpowerpoint pt
Cursodeseguridadpowerpoint pt
University of Miami1.9K visualizações
Dv training unit 2 2013 spa por University of Miami
Dv training unit 2 2013 spaDv training unit 2 2013 spa
Dv training unit 2 2013 spa
University of Miami1.8K visualizações
Dv training unit 1 2013 spa por University of Miami
Dv training unit 1 2013 spaDv training unit 1 2013 spa
Dv training unit 1 2013 spa
University of Miami1.5K visualizações
Dv training unit 4 2013 spa por University of Miami
Dv training unit 4 2013 spaDv training unit 4 2013 spa
Dv training unit 4 2013 spa
University of Miami1.2K visualizações
Dv training unit 3 2013 spa por University of Miami
Dv training unit 3 2013 spaDv training unit 3 2013 spa
Dv training unit 3 2013 spa
University of Miami1.7K visualizações
Cursovirtualenfermagem pt por University of Miami
Cursovirtualenfermagem ptCursovirtualenfermagem pt
Cursovirtualenfermagem pt
University of Miami1.1K visualizações
Curso de VIHSIDA - 4 por University of Miami
Curso de VIHSIDA - 4Curso de VIHSIDA - 4
Curso de VIHSIDA - 4
University of Miami1.8K visualizações
Curso de VIHSIDA -3 por University of Miami
Curso de VIHSIDA -3Curso de VIHSIDA -3
Curso de VIHSIDA -3
University of Miami1.8K visualizações
Curso de VIHSIDA - 2 por University of Miami
Curso de VIHSIDA - 2Curso de VIHSIDA - 2
Curso de VIHSIDA - 2
University of Miami1.6K visualizações

Último

CRANIAL NERVE EXAMINATION.pptx por
CRANIAL NERVE EXAMINATION.pptxCRANIAL NERVE EXAMINATION.pptx
CRANIAL NERVE EXAMINATION.pptxNerusu sai priyanka
146 visualizações30 slides
Cholera Romy W. (3).pptx por
Cholera Romy W. (3).pptxCholera Romy W. (3).pptx
Cholera Romy W. (3).pptxrweth613
30 visualizações11 slides
Melanie Squire por
Melanie SquireMelanie Squire
Melanie SquireMelanie Squire
23 visualizações1 slide
VarSeq 2.5.0: VSClinical AMP Workflow from the User Perspective por
VarSeq 2.5.0: VSClinical AMP Workflow from the User PerspectiveVarSeq 2.5.0: VSClinical AMP Workflow from the User Perspective
VarSeq 2.5.0: VSClinical AMP Workflow from the User PerspectiveGolden Helix
20 visualizações24 slides
POWDERS.pptx por
POWDERS.pptxPOWDERS.pptx
POWDERS.pptxSUJITHA MARY
18 visualizações42 slides
Pharma Franchise For Critical Care Medicine | Saphnix Lifesciences por
Pharma Franchise For Critical Care Medicine | Saphnix LifesciencesPharma Franchise For Critical Care Medicine | Saphnix Lifesciences
Pharma Franchise For Critical Care Medicine | Saphnix LifesciencesSaphnix Lifesciences
8 visualizações8 slides

Último(20)

CRANIAL NERVE EXAMINATION.pptx por Nerusu sai priyanka
CRANIAL NERVE EXAMINATION.pptxCRANIAL NERVE EXAMINATION.pptx
CRANIAL NERVE EXAMINATION.pptx
Nerusu sai priyanka146 visualizações
Cholera Romy W. (3).pptx por rweth613
Cholera Romy W. (3).pptxCholera Romy W. (3).pptx
Cholera Romy W. (3).pptx
rweth61330 visualizações
Melanie Squire por Melanie Squire
Melanie SquireMelanie Squire
Melanie Squire
Melanie Squire23 visualizações
VarSeq 2.5.0: VSClinical AMP Workflow from the User Perspective por Golden Helix
VarSeq 2.5.0: VSClinical AMP Workflow from the User PerspectiveVarSeq 2.5.0: VSClinical AMP Workflow from the User Perspective
VarSeq 2.5.0: VSClinical AMP Workflow from the User Perspective
Golden Helix20 visualizações
POWDERS.pptx por SUJITHA MARY
POWDERS.pptxPOWDERS.pptx
POWDERS.pptx
SUJITHA MARY18 visualizações
Pharma Franchise For Critical Care Medicine | Saphnix Lifesciences por Saphnix Lifesciences
Pharma Franchise For Critical Care Medicine | Saphnix LifesciencesPharma Franchise For Critical Care Medicine | Saphnix Lifesciences
Pharma Franchise For Critical Care Medicine | Saphnix Lifesciences
Saphnix Lifesciences8 visualizações
Depression PPT template por EmanMegahed6
Depression PPT templateDepression PPT template
Depression PPT template
EmanMegahed618 visualizações
treatment of oropharyngeal cancer.pptx por Woldemariam Beka
treatment of oropharyngeal cancer.pptxtreatment of oropharyngeal cancer.pptx
treatment of oropharyngeal cancer.pptx
Woldemariam Beka8 visualizações
LMLR 2023 Back and Joint Pain at 50 por Allan Corpuz
LMLR 2023 Back and Joint Pain at 50LMLR 2023 Back and Joint Pain at 50
LMLR 2023 Back and Joint Pain at 50
Allan Corpuz323 visualizações
Case Study_ AI in the Life Sciences Industry.pptx por Emily Kunka, MS, CCRP
Case Study_ AI in the Life Sciences Industry.pptxCase Study_ AI in the Life Sciences Industry.pptx
Case Study_ AI in the Life Sciences Industry.pptx
Emily Kunka, MS, CCRP28 visualizações
Preparation and Evaluation Ointment.pptx por Sudhanshu Sagar
Preparation and Evaluation Ointment.pptxPreparation and Evaluation Ointment.pptx
Preparation and Evaluation Ointment.pptx
Sudhanshu Sagar51 visualizações
AntiAnxiety Drugs .pptx por Dr Dhanik Mk
AntiAnxiety Drugs .pptxAntiAnxiety Drugs .pptx
AntiAnxiety Drugs .pptx
Dr Dhanik Mk9 visualizações
General Anaesthesia por P.N.DESHMUKH
General Anaesthesia General Anaesthesia
General Anaesthesia
P.N.DESHMUKH 7 visualizações
Top 10 Pharma Companies in Mumbai | Medibyte por Medibyte Pharma
Top 10 Pharma Companies in Mumbai | MedibyteTop 10 Pharma Companies in Mumbai | Medibyte
Top 10 Pharma Companies in Mumbai | Medibyte
Medibyte Pharma16 visualizações
Referral-system_April-2023.pdf por manali9054
Referral-system_April-2023.pdfReferral-system_April-2023.pdf
Referral-system_April-2023.pdf
manali905437 visualizações
Lifestyle Measures to Prevent Brain Diseases.pptx por Sudhir Kumar
Lifestyle Measures to Prevent Brain Diseases.pptxLifestyle Measures to Prevent Brain Diseases.pptx
Lifestyle Measures to Prevent Brain Diseases.pptx
Sudhir Kumar618 visualizações
Relationships Between Service Providers and Families por Olaf Kraus de Camargo
Relationships Between Service Providers and FamiliesRelationships Between Service Providers and Families
Relationships Between Service Providers and Families
Olaf Kraus de Camargo92 visualizações
Structural Racism and Public Health: How to Talk to Policymakers and Communit... por katiequigley33
Structural Racism and Public Health: How to Talk to Policymakers and Communit...Structural Racism and Public Health: How to Talk to Policymakers and Communit...
Structural Racism and Public Health: How to Talk to Policymakers and Communit...
katiequigley33290 visualizações

Child adol treatment

  • 2. Autism Spectrum Disorders (ASDs)  ASDs include Autistic disorder, Asperger syndrome, and Pervasive Developmental Disorder not otherwise specified.  Based on research, behavioral therapies that help children with ASDs provide structure, direction, and organization for the child. Family participation in therapy is also necessary for success.  Behavioral therapies for ASDs should start as early as possible.
  • 3. Behavioral therapies for ASDs  Behavioral therapies help children with ASDs build language, social and play skills.  Applied behavioral analysis (ABA) is frequently used for children with ASDs and research shows that it can be very effective in helping children with ASDs.  ABA involves identifying the behaviors that need to be reduced and the ones that need to be built.  In ABA the child practices skills repeatedly and the therapist constantly provides positive reinforcements for the child. The program is highly individualized based on the child’s interests, abilities and behavior.
  • 4. Applied Behavioral Analysis (ABA)  ABA is a general intervention approach that can be adapted to different circumstances and settings. ABA can be used in combination with other psycho- educational and behavioral strategies.  In ABA, the skills and behavior of each child are assessed, and appropriate functional skills to be taught are chosen with respect to the child’s ability.  The teaching environment is is set up to emphasize classroom structure, to adapt instructional activities, and to develop meaningful curriculum.
  • 5. Early Intensive Behavioral Intervention (EIBI)  Early intensive behavioral intervention (EIBI) in contrast to ABA, is a much more prescriptive, manualized program that integrates components of ABA.  Children in an EIBI program have therapy approximately 40 hours per week over the course of up to two years.  It is recommended that the child start therapy before the age of three.  Two manualized EIBI programs are the University of California, Los Angeles (UCLA)/Lovaas model and the Early Start Denver Model (ESDM). Both programs involve high intensity instruction using ABA techniques but have several differences.  The UCLA/Lovaas method uses one-on-one therapy sessions and discrete trial teaching.  The ESDM uses ABA principles with developmental and relationship-based approaches for young children.
  • 6. Other interventions for ASDs  Cognitive behavioral therapy- CBT is used to teach children with ASD to monitor and manage their own behaviors through changing their perceptions, self-understanding and beliefs. Change is more likely to take place when a child is actively involved in their own behavior management. CBT is only appropriate for children with some degree of self- understanding and self- awareness and are therefore mostly used with school-age children and adolescents with High Functioning Autism and Asperger’s Disorder.  Social Skills Interventions – Peer-mediated intervention is used to encourage specific social skills and to also encourage broader interactions and relationships (Rogers, 2000; McConnell, 2002). In this type of intervention, children without ASD are taught how to initiate, elicit, prompt and reinforce social behaviors of children with ASD (Odom, Chandler, Ostrosky, McConnell, & Reaney, 1992). Parents can also be taught to train siblings to use peer-mediated approaches at home to improve child-sibling interactions (Strain, Kohler, Storey & Danko, 1994).
  • 7. Childhood Schizophrenia  Treatment should include family education and ongoing family intervention so that the family is in the best position to provide support to the child.  Individual treatment with the adolescent must take into account the child’s developmental level.  Due to likely social skills deficits, social skills training should be an integral part of the treatment.  These sessions teach kids the coping mechanisms and communication skills that will help them go to school and socialize with their peers.  Cognitive behavioral therapy is also commonly recommended to help children manage their symptoms; it’s been shown to reduce both severity of symptoms and the risk of relapse.
  • 8. Psychoeducational Family Therapy  A psychoeducational approach helps families learn skills and gain resiliency to handle chronic problems/illnesses that affect a member of the family.  Traditional family therapy techniques are used: joining, establishing an alliance with family members, maintaining neutrality, and assessing how to gain positive outcomes.
  • 9.  Combining medication management and a family psychoeducational intervention offers families a therapeutic package aimed at reducing family stress and preventing symptomatic relapse in the schizophrenic member.  When family members are not being blamed for the development of the disorder in one of their members it is easier to engage and retain them into treatment programs, thus increasing the likelihood of improved treatment compliance.  Their willingness to work with the therapist is also increased if they understand that efforts will help them reduce the family’s level of emotional intensity so that relapse in the schizophrenic might be delayed or reduced in severity.
  • 10.  Because schizophrenia can be considered a chronic disorder, a medical family therapy can also be utilized as an intervention.  Medical family therapy consists of a coordinated effort by an interdisciplinary team to treat a disorder. The focus is helping families to cope better with a chronic illness, manage medication, communicate better with providers, and accept that the illness may not be cured.  This model for family therapy replaces the traditional medical model that focuses exclusively on a sick individual receiving care to one in which the family becomes a key component to the caregiving system.  It seeks to draw out the family’s strengths so as to enhance coping.  Therefore, both psychosocial factors and biological interventions play an important role in improving outcomes for the family member with schizophrenia and the family.
  • 11. Childhood Eating Disorders- Anorexia and Bulimia  Treatment includes: Adequate nutrition, reducing excessive exercise, and stop-ping purging behaviors.  For less severe eating disorder cases individual therapy and medication are effective for many eating disorders. However, in more chronic cases, specific treatments have not yet been identified.  Treatment plans often are tailored to individual needs and may include one or more of the following: 1. Individual, group, and/or family psychotherapy, 2. Medical care and monitoring, 3. Nutritional counseling, 4. Medications.  Individual therapy should focus on resolution of distorted cognitions, body image and self-image issues, and treatment of mood and anxiety disorders.  Family therapy should focus on education, addressing communication, family relationships, and individuation issues.  Some patients may also need to be hospitalized to treat problems caused by mal-nutrition or to ensure they eat enough if they are very underweight.
  • 12. Anorexia Nervosa  Treating anorexia nervosa involves three components: Restoring the person to a healthy weight, treating the psychological issues related to the eating disorder, reducing or eliminating behaviors or thoughts that lead to insufficient eating and preventing relapse.  Different forms of psychotherapy, including individual, group, and family-based, can help address the psychological reasons for the illness.  In a therapy called the Maudsley approach, parents of adolescents with anorexia nervosa assume responsibility for feeding their child. This approach appears to be very effective in helping people gain weight and improve eating habits and moods.
  • 13. Bulimia Nervosa  To reduce or eliminate binge-eating and purging behaviors, nutritional counseling and CBT can be effective.  CBT helps a patient focus on his or her current problems and how to solve them. The therapist helps the patient learn how to identify distorted or unhelpful thinking patterns, recognize, and change inaccurate beliefs, relate to others in more positive ways, and change behaviors accordingly.  CBT that is tailored to treat bulimia nervosa is effective in changing binge-eating and purging behaviors and eating attitudes. CBT can be individual or group-based.
  • 14. Behavioral Disorders- ADHD, Conduct Disorder and Oppositional Defiant Disorder  Evidence-based Psychosocial Treatment for ADHD - Treatment for ADHD should include a psychosocial component.  Research on the treatment of ADHD supports that there are two treatments that have scientific evidence for short-term effectiveness: behavioral psychosocial treatments—also called behavior therapy or behavior modification—and stimulant medication. Behavior modification is the only nonmedical treatment for ADHD with a large scientific evidence base.
  • 15.  Children with ADHD have problems in daily life functioning in many areas including academic performance and behavior at school, relationships with peers and siblings, disobedience with adults, and relationships with their parents.  How a child with ADHD will do in adulthood is best predicted by three things—(1) whether his or her parents use effective parenting skills, (2) how he or she gets along with other children, and (3) his or her success in school.  Behavioral treatments must focus on these things and teach skills to parents, teachers, and children with ADHD.  ADHD is a chronic condition, therefore teaching skills that will be valuable to the child as they get older is really critical.
  • 16. Behavior Modification for ADHD  Behavior modification is a form of therapy in which parents, teachers, and children are taught skills by a therapist.  Parents and teachers use those skills in their daily interactions with the child with ADHD to improve the children’s functioning, the child with ADHD uses the skills they learn in their interactions with other children.  Behavior modification can be thought of as the ABCs—Antecedents (things that happen before behaviors that influence them), Behaviors (things the child does that parents and teachers want to change), and Consequences (things that happen after behaviors that influence them).  In behavioral programs, adults are taught to modify antecedents (e.g., how they give commands to children) and consequences (e.g., how they follow- up if a child obeys or disobeys a command) to change the child’s behavior (that is, the child’s response to the command). By consistently changing the ways that they respond to children’s behaviors, adults teach the children to learn new ways of behaving.
  • 17.  There are three parts of effective behavioral interventions for ADHD children—parenting training, school interventions, and child-focused treatments.  Teaching parents more effective ways of dealing with their children is the most important aspect of psychosocial treatment for ADHD.  Parent, teacher, and child interventions must occur simultaneously in order to achieve the best results.
  • 18. Parent Training  Behavioral approach  Focus on parenting skills, child behavior in the home and neighborhood, and family relationships (e.g., getting along with siblings, complying with parent requests)  Parents are taught skills by therapists and instructed to implement them at home  Typically group-based, weekly sessions with therapist initially (8 to 12 sessions); then faded to booster sessions  Continually evaluate and modify what is being done to identify what works best  Plan for what will be done if parents or child regress  Reestablish contact with a therapist for major developmental transitions (e.g. start of middle school)
  • 19. School Intervention  Behavioral approach  Focus on classroom behavior, academic performance, and peer relationships  Teachers are taught classroom management skills by a therapist, school psychologist or counselor  Two to 10 hours of training are necessary depending on the teacher’s prior knowledge and skills and the child’s severity and responsiveness  Continually evaluate and modify what is being done to identify what works best and maintain it as long as necessary  Plan for what to do if child and plan regress  Integrate with school-wide plans, and required, school-based programs  Reestablish contact with therapist/counselor for major developmental transitions ( entry to middle school)
  • 20. Child Intervention  Behavioral approach  Focus on teaching academic, recreational, and social/behavioral competencies, decreasing aggression, developing close friendships, and building self-efficacy  Can include, individual sessions, clinic-based weekly group sessions, after-school or Saturday sessions  Intensive treatment is necessary  Monitor and modify as needed based on what works best; provide as long as necessary (multiple years or when deterioration occurs)  Plan for what to do when child regresses  Integrate with school and parent treatments  Reestablish contact with therapist for major developmental transitions ( middle school entry)
  • 21. Conduct Disorder and ODD-Treatments that have been shown to work  Multisystemic Therapy (MST)- an integrative, family-based treatment for youth with serious antisocial and delinquent behavior. Interventions last 3-5 months and focus on improving psychosocial functioning for youth and families.  CBT-emphasizes problem solving skills and anger control/coping strategies.  Parent training programs- focus on teaching and practicing parenting skills with parents or caregivers.  CBT & Parent Training combined