Working with Scouts with ADHD

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• Working with Scouts with ADHD
• University of Scouting 2011

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Introduction

• Dr. Charles Pemberton, LPCC
• Past President KCA
• ACA Chair - Taskforce on DSM 5
• Ed.D. in Educational Counseling
• 20years in Counseling and Mental Health
• SR-989, Pack Trainer, Member of Review Board
• PARENT
• Adjunct Professor
• Graduate University of Louisville
• Undergraduate KCTCS
• Private Practice 80 children and families

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Todays Schedule

• Diagnosis and Identification
• Meeting interventions
• Behavioral Strategies
• Tools and Resources
• Questions
• Wont get a plan that works Everywhere with
  Everyone

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Causes of ADHD

• Biological Disorder
• Neurological dopamine/norepinephrine
• Genetic
• Toxins
• Head injuries
• Immunizations
• No evidence
• Sugar
• Food additives
• Allergies

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Characteristics of ADD/ADHD
Impulsivity
Hyperactivity
Inattention
The Tip of the Iceberg
Hidden below the surface
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Characteristics of ADD/ADHD
Impulsivity
Inattention
Hyperactivity
Physiological Factors
Coexisting Conditions
Delayed Social Maturity
Weak Executive Functioning
Learning Difficulties
Sleep Disturbance
Not Learning Easily From Rewards and Punishment
Low Frustration Tolerance
Impaired Sense of Time
Hidden below the surface
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Major Features

• Often will not complete tasks
• Easily distracted by minor stimuli
• Work often messy and completed w/o thought
• Forgetful in day-to-day activities
• Impulsive (interrupting others, cannot wait turn,
  etc.)
• Fidgetiness
• Excessive talking

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What you see

• Anxiety
• Depression
• Impulsivity
• Inattention
• Hyperactivity
• emotional libility
• mood swings
• compulsions

• Change in ability to deal with transitions
• Change in sleep
• Decreased socialization
• Decreased creativity

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ADHD SCOUTS HAVE GREAT ATTRIBUTES TOO!

• Engaging
• Bright
• Excited
• Creative
• Happy-go-lucky
• Enthusiastic
• Exceptional
• Inquisitive
• Spontaneous
• Clever
• Unique
• Eager
• Energetic
• Carefree

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Medication

• If your Scout takes medication to help him focus
  at school, it may help him focus better during
  Scout activities as well.
• You may want to discuss this issue with your
  Scouts physician.
• Make sure your Scout knows that medication is to
  help him focus, not make him be good.

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Medication

• Prescription medication is the responsibility of
  the Scout taking the medication and/or his parent
  or guardian. A Scout leader, after obtaining all
  necessary information, can agree to accept the
  responsibility of making sure a Scout takes the
  necessary medication at the appropriate time, but
  BSA policy does not mandate nor necessarily
  encourage the Scout leader to do so. Also, if
  state laws are more limiting, they must be
  followed.

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How to help

• Get trained
• Complement
• They are all individuals
• Clear expectations
• Talk to Parents about what works
• Meetings
• Day trips
• Weekends
• Week long

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How to help

• Set a schedule (mental/physical)
• Know what is expected
• Use daily/weekly forms for planning
• Use color codes
• Limit time
• Give Breaks
• Provide review
• Provide Transition time
• Minimize spaces/distractions
• Organize

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How to Help

• Put it in writing
• Set smaller/reachable goals
• Divide into smaller segments
• Reward all completions
• Review for hasty errors
• Work on discovering what is really happening
  (i.e. Forgetting)

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Forgetting

• 1- Need to notice
• 2- Need to write/record
• 3- Need to bring home
• 4- Need to look
• 5- Need to understand
• 6- Need to start/finish
• 7- Need to store
• 8- Need to turn-in

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How to Help

• Establish study buddy
• Good seat
• Work reductions
• Consult with advancement policies
• Allow Movement purposeful
• Watch for fatigue

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Movement

• Offer opportunities for purposeful movement, such
  as
• Leading cheers
• Performing in skits
• Assisting with demonstrations
• This may
• Improve focus,
• Increase self-confidence, and
• Benefit the troop as a whole

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Warning Signs

• Be aware of early warning signs, such as fidgety
  behavior, that may indicate the Scout is losing
  impulse control. When this happens, try a
• Private, nonverbal signal or
• Proximity control
• (move close to the Scout)
• to alert him that he needs to focus.

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Warning Signs

• During activities, games and transition times, be
  aware when a Scout is starting to become more
  impulsive or aggressive.

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Helping a child control his behavior

• Minimize distractions
• Give choices
• Limit Choices
• Teach problem solving
• Use calm discipline - distraction

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Redirecting

• When you must redirect a Scout,
• Do so in private, in a calm voice, unless safety
  is at risk.
• Avoid yelling.
• Never publicly humiliate a Scout.
• Whenever possible, sandwich correction between
  two positive comments.

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Time out

• If it has not been possible to intervene
  proactively
• and you must impose consequences
• for out-of-control behavior,
• use time-out
• or cooling off.

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Keep Cool

• Dont take challenges personally.
• ADHD Scouts
• want to be successful,
• but they need support,
• positive feedback,
• and clear limits.

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EDGE

• Through systematic Explanation,
• interactive Demonstration,
• and Guided practice,
• Scouting Enables ADHD Scouts to
  discover and develop their unique strengths and
  interests.

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Excuses

• Expect the ADHD Scout
• to follow the same rules
• as other Scouts.
• ADHD is NOT an excuse
• for uncontrolled behavior.

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Final Word

• ADHD Scouts are generally
• energetic,
• enthusiastic,
• and bright.
• Many have unique talents as well.
• Help them use
• their strengths
• to become leaders
• in your troop.

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Tools/Resources

• Working with Scouts with Disabilities
• http//www.wwswd.org/
• Teenagers with ADD A Parents Guide
• www.myadhd.com
• www.adhdhelp.com
• www.dimensionsfamilytherapy.com

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References

• The ADD/ADHD Iceberg adapted
• by permission of Chris Dendy,
• Teaching Teens With ADD and ADHD
• A Quick Reference Guide.

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References

• American Academy of Pediatrics. Diagnosis and
  evaluation of the child with attention-deficit/hyp
  eractivity disorder. Pediatrics.
  20001051158-1170.
• American Psychiatric Association. Diagnostic and
  Statistical Manual of Mental Disorders.
  DSM-IV-TR. In Disorders Usually First Diagnosed
  in Infancy, Childhood, or Adolescence Diagnostic
  Criteria for Attention-Deficit/Hyperactivity
  Disorder. Washington, DC American Psychiatric
  Association 199492-93.
• National Institute of Mental Health. National
  Institutes of Health. Attention deficit
  hyperactivity disorder. Available at
  http//www.nimh.nih.gov/publicat/helpchild.cfm.
  Accessed April 19, 2002.
• U.S. Department of Health and Human Services.
  Mental Health A Report of the Surgeon General.
  Available at http//www.surgeongeneral.gov/librar
  y/mentalhealth/chapter3/sec4.html. Accessed April
  19, 2002.
• Dulcan M. Practice parameters for the assessment
  and treatment of children, adolescents, and
  adults with attention-deficit/hyperactivity
  disorder. J Am Acad Child Adolesc Psychiatry.
  1997369(suppl)855-1215.
• American Psychiatric Association. Diagnostic and
  Statistical Manual of Mental Disorders.
  DSM-IV-TR. In Disorders Usually First Diagnosed
  in Infancy, Childhood, or Adolescence Diagnostic
  Criteria for Attention-Deficit/Hyperactivity
  Disorder. Washington, DC American Psychiatric
  Association 199492-93.
• American Psychiatric Association. Diagnostic and
  Statistical Manual of Mental Disorders.
  DSM-IV-TR. In Disorders Usually First Diagnosed
  in Infancy, Childhood, or Adolescence Diagnostic
  Criteria for Attention-Deficit/Hyperactivity
  Disorder. Washington, DC American Psychiatric
  Association 199492-93.
• National Institute of Mental Health. National
  Institutes of Health. Attention deficit
  hyperactivity disorderquestions and answers.
  Available at http//www.nimh.nih.gov/publicat/adh
  dqa.cfm. Accessed April 19, 2002.
• National Institute of Mental Health. National
  Institutes of Health. Attention deficit
  hyperactivity disorderquestions and answers.
  Available at http//www.nimh.nih.gov/publicat/adh
  dqa.cfm. Accessed April 19, 2002.
• American Psychiatric Association Diagnostic and
  Statistical Manual of Mental Disorders, Fourth
  Edition, Text Revision. Washington, DC, American
  Psychiatric Association, 2000.
• Fauman, M. A. (2002). Study Guide to DSM-IV-TR.
  Washington, DC American Psychiatric Publishing,
  Inc.