and timeouts.Objective observations, frequency counts, and adult ratings of social behavior were used as outcome measures.
30 Provide Psychoeducation About ADHD (30)The parents were provided with psychoeducation about ADHD or ADHD and addiction.A rationale for treatment was discussed with the client where the focus will be on improvement of cognitive and behavioral skills, such as organization, planning, adaptive thinking, and reducing distraction and procrastination.The client and parents had a clear understanding of the rationale for treatment, and this was reinforced.The client and parents seemed to struggle with understanding the rationale for treatment and were provided with additional information in this area.
31 Teach Organization and Planning Skills (31)The client was taught organizational and planning skills.The client was taught about tasks such as using a calendar and a daily task list.The client was reinforced for regular use of organizational and planning tools.The client has not used the organizational planning techniques and was redirected to do so.
32 Teach Distraction Delay Techniques (32)The client was taught a distraction delay technique involving writing own distractions while working and coming back to them after a set amount of time.The client was taught cue-controlled techniques involving checking in to assess if they were still working on the task at hand or had gotten distracted.The client identified implementing one or both distraction delay techniques and has found success in reducing distractions.The client attempted one or both of the distraction delay techniques and reported minimal usefulness in reducing distractions; additional support was provided.The client did not attempt to use the distraction delay techniques and was assisted in problem-solving.
33 Use Cognitive Restructuring Skills (33)Cognitive restructuring was used to teach adaptive thinking skills and respond adaptively to task-interfering thinking (anxious, depressive, or overly positive thinking) that does not recognize the effects of attentional deficits.The client was reinforced for understanding of adaptive thinking skills.The client has applied adaptive thinking skills in daily life and was encouraged for this step.The client was unable to apply adaptive thinking skills into daily life and remedial information was provided.
34 Teach Procrastination Reduction Skills (34)The client was taught skills to reduce procrastination, such as scheduling tasks, breaking tasks down into manageable steps, learning to set realistic goals for completing tasks, and rethinking beliefs about perfectionism.The client has implemented newly learned skills and identified a significant decrease in procrastination incidences.The client has not implemented newly learned skills and was redirected to attempt this.
35 Conduct Relapse Prevention (35)Newly learned skills were reviewed with the client, continued use was encouraged, and coping with potential future difficulties was rehearsed.The client was asked to schedule a self-check-in 1 month after the last treatment session.The client showed understanding of the newly learned skills and committed to a self-check-in and was provided with positive feedback.
36 Implement Organizational System (36)The parents were assisted in developing an organizational system to increase the client's on-task behavior and completion of school assignments, chores, or work responsibilities.The parents were encouraged to communicate regularly with the teachers through the use of notebooks or planning agendas to help the client complete school or homework on a regular, consistent basis.The client and parents were encouraged to use a calendar or chart to help remind the client of when they were expected to complete chores or household responsibilities.The client and parents were instructed to ask the teacher for a course syllabus and use a calendar to help plan large or long-term projects by breaking them into smaller steps.The client and parents were encouraged to purchase a binder notebook to help the client keep track of school or homework assignments.The family was assigned the exercise “Getting It Done” from the Adolescent Psycho- therapy Homework Planner (Jongsma, Peterson, McInnis, & Bruce).The client and parents have not implemented an organizational system to increase the client's on-task behavior, and they were redirected to do so.
37 Develop Routine Schedule (37)The client and parents were assisted in developing a routine schedule to increase the completion of school/homework assignments.The client and parents were assisted in developing a list of chores for the client and identified times and dates when the chores are expected to be completed.A reward system was designed to reinforce the completion of school, household, or work-related responsibilities.The client, parents, and therapist signed a contingency contract specifying the consequences for the client's success or failure in completing school assignments or household responsibilities.The client and parents have not developed a routine schedule to increase the completion of school/homework assignments and were redirected to do so.
38 Use the “Getting It Done” Program (38)The parents and teachers were encouraged to use a school contract and reward system to reinforce completion of the client's assignments.The parents and teachers were given the “Getting It Done” program from the Adolescent Psychotherapy Homework Planner (Jongsma, Peterson, McInnis, & Bruce) to help the client complete school and homework assignments regularly.The parents and teachers were encouraged to use the school contract and reward system outlined in the “Getting It Done” program to reinforce the regular completion of school assignments.The parents and teachers have used the school contract and reward system to reinforce the client's regular completion of school assignments, and the benefits of this program were reviewed.The parents and teachers have not used the school contract and reward system to reinforce the client's regular completion of school assignments and were redirected to do so.
39 Teach Test-Taking Strategies (39)The client and therapist reviewed a list of effective test-taking strategies to improve academic performance.The client was encouraged to review classroom material regularly and study for tests over an extended period of time.The client was instructed to read the directions twice before responding to the questions on a test.The client was taught to recheck work to correct any careless mistakes or to improve an answer.The client was encouraged to read Test-Taking Strategies (Kesselman-Turkel & Peterson) as a supplement to therapy.
40 Teach Self-Control Strategies (40)The client was taught meditational and self-control strategies (e.g., relaxation techniques, “stop, think, listen, and act”) to help delay the need for immediate gratification and inhibit impulses.The client was encouraged to use active-listening skills to delay the impulse to act out or react without considering the consequences of their actions.The client was asked to identify the benefits of delaying the need for immediate gratification in favor of longer-term gains.The client was assisted in developing an action plan to achieve longer-term goals.The client was assigned “Problem-Solving Exercise” in the Adolescent Psychotherapy Homework Planner (Jongsma, Peterson, McInnis, & Bruce).
41 Focus on Delay of Gratification (41)The therapy session focused on helping the parents increase the structure in the home to help the client delay needs for immediate gratification in order to achieve longer-term goals.The parents were supported as they established the rule that the client is not permitted to engage in social, recreational, or leisure activities until completing chores or homework.The parents were supported as they identified consequences for the client's failure to complete responsibilities; the client verbalized recognition of these consequences.The client and parents were encouraged as they designed a schedule of dates and times when the client is expected to complete chores and homework.
42 Build Communication Skills (42)Instruction, modeling, and role-playing techniques were used to help build the client's general social and communication skills.The client was assisted in practicing general social and communication skills.The client was reinforced for increased social and communication skills.The client was redirected in areas in which they continue to struggle with communication and social skills.
43 Use Social Skills Exercises (43)The parents were assisted in designing exercises that facilitate the client's use of social skills in various everyday situations.The client's use of social skills in various everyday situations was reviewed and processed.The client was provided with positive feedback for helpful use of social skills in everyday situations.The client has not used social skills in everyday situations and was provided with redirection in this area.
44 Assign Books/Manuals on Building Social Skills (44)The client was assigned to read about general social and/or communication skills in books or treatment manuals on building social skills.The client was assigned