Our therapists offer ADHD therapy in Allentown, PA

I use dialectical behavior therapy, behavior therapy techniques, cognitive behavior therapy techniques, and acceptance and commitment therapy techniques as they help clients learn skills to better navigate their lives. Depending on the age of the client, I like to include the parents in the process so they understand what was discussed during sessions as well as to understand how to best support their child. I also encourage clients and parents to consider medication management as part of treatment as medication can help the client with regulating themselves as well as helping them focus on tasks / situations. Depending on the client, it may also be appropriate for me to consult with the school in order to help the client out as the school might be struggling in how to meet the child's needs.

Tools that are taught during sessions include but are not limited to the following:

• OHIO: Only Handle It Once. This phrase is commonly used in surgery to help doctors and nurses remember to use a tool as few times as possible in order to avoid injuring the patient as well as reducing the number of mistakes made. The same is true when it comes to completing tasks. For example, think about taking out the garbage and the steps necessary to complete it. By limiting the number of times one touches the garbage bag to take it out helps reduce the chances that the task will be incomplete.
• Coping skills: This includes helping the client identify ways to help them regulate themselves and triggers plus bodily sensations associated with the emotion. This may also include recognizing emotions in others as well as identifying why others may or may not feel a certain way. This also includes helping clients identify actions they can take to help regulate themselves such as grounding techniques (focusing on neutral information such as naming things in the environment around them or favorite albums in alphabetical order or things that the person finds calming).
• Social skills: This is helping the person learn how to navigate social situations more effectively. This includes learning healthier ways to respond to peers, problem solving skills such as scaling the problem (little, medium, big deal) as well as increasing flexibility skills.
• Behavior chains: This is when a problem situation is broken apart into the steps that caused the unwanted outcome. The client then identifies where they could have done things differently so they could get what they wanted without getting into trouble.
• Behavior momentum: This is when the client starts working on and completing easy tasks and gradually take on more challenging ones. Most folks are already familiar with this intervention as it is also called “being in the zone!”
• Chore chart / list: making an external list of chores or tasks that need to be done.

I know a client is making meaningful progress in therapy when they report positive things happening in their lives and they're starting to maintain the progress it took for them to get there. This could be as minor as completing tasks a little bit easier to having multiple opportunities to hang out with friends.

I highly recommend that clients use external tools to help them out. It can be as simple as a calendar to help them keep track of important events, a notebook (physical or digital) to help keep track of requests and important thoughts, as well as using timers. Websites like Goblin Tools can help break down tasks into manageable steps and can provide as little or as detailed help as desired. Parents can help their child by modeling skills outside of sessions and being open about how they manage tasks and focus. Furthermore, it is not uncommon for parents needing to support their child in using skills and they may need to assist them in using them.

To help prepare for their first session, an individual can generate a list of concerns and bring them to the session so they don't feel like they forget anything. Also, clients should also come with an open mind. Parents should also remind their child that they are not “bad” due to them discussing their challenges with others.