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ADHD: Treating Distracted & Impulsive ADHD Children
10 CEUs Treating Distracted & Impulsive ADHD Children

Psychologist Post-Test

Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | ADHD CEU Courses

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Answer questions below. Then click the "Check Your Score" button below. If you get a score of 80% or higher, and place a credit card order online, you can get an Instant Certificate for 10 CE(s).

Questions:
1. What are the eight common symptoms of ADHD?
2. What are the five idiosyncratic, unique patterns of children with ADHD?
3. What are three examples of combined education and counseling in a session for children with ADHD and their families?
4. What are the three types of counseling for children with ADHD?
5. What are two types of counseling for parents of ADHD children?
6. What are the Five Tactics for Start Behavior?
7. What are the Five General Principles for Managing ADHD Adolescent Behavior?
8. What are the Four Common Errors for the parent of an ADHD teenager?
9. What are the Four Steps for dealing with an ADHD teenager’s social and behavioral problems?
10. What are the Two Steps to Avoiding and Stopping Arguments?
11. What are the Five Points to consider when thinking about medicating an ADHD child?
12. What are two examples of common misunderstanding obstacles?
13. What are five key strategies for dealing with ADHD children in the classroom?
14. What are the four steps to teaching an ADHD teen to manage his or her time? 		Answers:
A.  Individual counseling and marital therapy
B.  Good social skills, a high IQ, shyness, no siblings or one-on-one preschool situation with parents, and ADHD without hyperactivity.
C. The "no-fault" notion about cause, the "Symptom Rating Scale," and self-esteem reevaluation.
D. Doing nothing, consulting, negotiating, and taking charge.
E. Spontaneous discussions about problems, nagging, insight transplants, and arguing
F. Plan, Prioritize, Schedule, and Follow the Plan
G. The school underestimating what the parent can do, and the parent underestimating what the school can do.
H. Individual counseling, self-control training, and social skills training
I. Sloppy positive verbal feedback, kitchen timers, the docking system, natural consequences, and charting
J. Stop talking, be prepared for the ADHD teen’s next move.
K. Thinking ADHD, Crisp Behavior Management, Prevention, Dealing with Parents, and Experimental Thinking
L. The attitudes of the child and parents toward the use of medication, the use of medication in the beginning is only a trial, medication is not a cure, some medications have contraindications, and any child about to take psychotropic medications for ADHD should have a physical exam.
M. Inattention, impulsivity, difficulty delaying gratification, emotional overarousal, hyperactivity, noncompliance, social problems, and disorganization.
N. State of mind, what type of adolescent, relationship with the adolescent, seriousness of problem, and realistic expectations

Questions:
15. According to the DSM, what are the three subtypes of ADHD?
16. According to Brown, what are the four most commonly occurring comorbid disorders in children with ADHD?
17. According to the study conducted by Antshel, what area of social functioning is most positively impacted by social skills training?
18. In Sheridan’s multimethod intervention, what are the four objectives of parent training?
19. According to Erk, which subtype of ADHD should be considered the most impaired?
20. In Colton’s example of conjoint behavioral consultation, how was home-school communication accomplished?
21. According to Erk, what are the four principles to consider when evaluating the family of a child with ADHD?
22. When conducting training for the parents of an ADHD child, what are five of the key topics to include in the sessions?
23. According to Parente, what are 6 strategies adolescents with ADHD can use to enhance attention?
24. What are the steps in the "CAN DO" mnemonic?
25. According to Webb, what is a group intervention exercise that can help ADHD children gain insight into the need for organization?
26. What are the five characteristics of an ADHD-friendly adult?
27. What are three dependent specific, measurable goal statements to use in the Goal Attainment Scaling (GAS)?

 Answers:
A.  Assertiveness
B.  The predominantly inattentive subtype, according to Erk, as it occurs primarily on the internalizing dimension.
C.  Through a daily two-page home-school note that included recess rules, the skill being practiced, the self-monitoring component, and questions for the child’s parent to review his daily behaviors
D.  6 strategies to enhance attention are: 1. frequent self-monitoring; 2. assigning time; 3. participating in physical movement while listening; 4. taking frequent breaks; 5. repeating material that is heard or reading and restating it in your own words; 6. building incentives for concentration.
E.  The steps in "CAN DO" are: create a list of items to be learned; ask yourself if the list is complete; note the main ideas and details by creating a map or tree diagram; describe each component on the diagram and how they relate; overlearn main points and build with details.
F. Oppositional-defiant disorder, conduct disorder, mood disorders, and anxiety disorders.
G.  The "messy bag" exercise.
H.  1. The family usually attempts to cope with ADHD problems for a long time before seeking counseling; 2. ADHD affects all areas of family functioning; 3. the child with ADHD should view his or her family as being completely understanding of the problems often connected with the disorder; 4. children with ADHD exist in a synchronous (and circular) relationship of negative feedback with their families and schools.
I.  Key topics should include:
1. Understanding parent-child relationships and principles of behavior management; 2. enhancing parental attending skills; 3. paying positive attention to appropriate independent play and compliance; 4. establishing a home token system; 5. using time out to handle noncompliance
J. Predominately hyperactive-impulsive, predominately inattentive, and combined.
K.  The objectives of parent training were: 1. to teach parents to interact and converse with their child in a supportive and nonthreatening manner (Debriefing); 2. guide and support their child’s efforts to resolve their social difficulties (Problem Solving); 3. assist their child in establishing social goals for themselves (Goal Setting); and 4. help their child generalize skills learned in the children’s group to actual social situations (Transferring).
L.  is aware of what life is like for the child with AHDH; is warm and understanding; is prepared to be flexible; has well-developed sense of humor; and works closely with parents.
M. Identify target behavior, Identify level of support needed, and Identify time period to meet goal.


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