Structured dyadic behavior therapy processes for ADHD intervention.

摘要: Children with Attention-Deficit/Hyperactivity Disorder (ADHD) present significant problems behavioral disinhibition that often negatively affect their peer relationships. Although behavior therapies for ADHD have traditionally aimed to help parents and teachers better manage children's ADHD-related behaviors, therapy processes seldom use relationships implement evidence-based principles. This article introduces Structured Dyadic Behavior Therapy as a milieu introducing effective techniques within socially meaningful context. Establishing collaborative goals, benchmarking, redirection strategies are discussed highlight how in-session dyadic can be used promote more reinforcement change children ADHD. Implications improving patient care, access therapist training also discussed.