Question and Answer: Best Practices for ADHD

You ask, we answer: Best Practices for ADHD

We'll be hosting a new monthly series - a live Q&A for BCBAs and related professionals who want to learn about best practices for ADHD. Here are some questions submitted by our users:

Assessment

What are some less common but significant assessment tools you've found valuable for children with ADHD, beyond standard rating scales?

When assessing a child suspected of having ADHD, what specific behavioral indicators do you prioritize beyond the diagnostic criteria?

How do you differentiate between behaviors stemming from ADHD versus those resulting from other co-occurring conditions, like anxiety or learning disabilities?

In your experience, how often do you see misdiagnosis or overdiagnosis of ADHD, and what strategies do you use to mitigate these risks?

Intervention & Programming

How do you effectively incorporate self-management techniques into intervention plans for children with ADHD, especially those who struggle with executive functioning? 

What are some creative and effective ways to build motivation and engagement in children with ADHD who often have trouble with sustained effort? 

When designing reinforcement systems, what are some common pitfalls to avoid when working with children with ADHD? 

How do you balance the need for structure and routine with the flexibility required for children with ADHD who may struggle with rigid schedules? How do you balance the need for structure and routine with the flexibility required for children with ADHD who may struggle with rigid schedules? 

What strategies do you use to teach and reinforce organizational skills in children with ADHD, particularly in academic settings? 

How do you handle situations where a child with ADHD exhibits significant emotional dysregulation or challenging behaviors that are not directly related to academic tasks? 

What are some effective ways to collaborate with parents and teachers to ensure consistency and generalization of interventions across environments? 

How do you adapt ABA principles for children with ADHD who may also have sensory sensitivities or other unique needs? 

What data collection methods have you found most effective for tracking progress and making data-based decisions in ADHD interventions?

Ethical Practice

How do you address the potential for long-term dependence on behavioral interventions in children with ADHD, and how do you promote independence? 

What are some ethical considerations to keep in mind when working with children with ADHD, particularly regarding the use of medication in conjunction with ABA? 

How do you navigate situations where a child with ADHD and their family are resistant to ABA interventions or have misconceptions about its effectiveness? 

How do you stay current on the latest research and best practices in ADHD interventions, and what resources do you recommend? 

How do you handle situations where a child's ADHD symptoms significantly impact their social skills and peer relationships? 

Looking back over your 20 years, what is the single most important lesson you've learned about working with children with ADHD that you wish you knew when you started?