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TD - ADD: Treating Distracted & Impulsive ADD/ADHD Children Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

1.1 Social problem are caused by what other three symptoms of ADD?
1.2 What are three other symptoms of ADD that cause social problems?
2.1 What are four ways to differentiate ADD from LD?
2.2 What other symptom of ADD is moderated better without hyperactivity?
3.1 What does the ‘Symptom Rating Scale’ allow parents and children to realize?
4.1 What are the three factors to consider in determining if a child with ADD would benefit from individual therapy?
5.1 What are the four steps of marital therapy for the parent’s of a child with ADD?
5.2 What are six steps to straightforward negotiation methods that clients may use?
6.1 What kind of reinforcement does ‘Charting’ use?
7.1 What is the use of the ‘Relationship Evaluation’ technique?
8.1 What technique usually does little to motivate a teenager with ADD to correct his behavior?
8.2 What can be defined as a set of repetitive verbal reminders from one person to another?
8.3 What is the best antidote to nagging especially if the problem is minor?
9.1 What are the five guidelines for negotiating?
10.1 What are the four points of arguing with ADD clients?
11.1 What is the Family Medication technique?
12.1 What are the seven steps in the ‘School Solutions’ technique?
13.1 What two categories are behavior management for ADD children divided into?
14.1 What are four categories you can divide ADD client tasks into?
Answers:

A. Temper, talkativeness, and restlessness
B. temper, talkativeness, and restlessness
C. Emotional overarousal
D. To look at his or her developmental history, IQ, past comments by teachers, medication trial
E. Consider the age of the ADD child, consider the chemistry between the ADD child and the therapist, consider how defensive the ADD child is about discussing his or her problems
F. Realize which ADD symptoms they will have a harder time dealing with; to realize that there are some ADD symptoms that will be mild or even nonexistent
G. Agreeing on a time and place to talk, defining clearly one problem to be discussed, letting each person express their opinion without being interrupted, sympathetically listening, rather than simply preparing a rebuttal, Generating possible solutions, and agreeing on something to try out
H. Evaluation; an introduction to cognitive therapy; negotiation training, and getting it together
I. To help your client better understand his or her relationship with an ADD teenager
J. Positive
K. Nagging
L. Insight transplants or lectures
M. Agreeing to negotiate, picking a time and place to negotiate, defining the problem, making a deal that both parent and child could live with, and experimenting with the deal and changing that deal if necessary
N. Simply bite your tongue
O. They simply needed to medicate their child at the same time that they themselves take pills
P. Arguing doesn’t work, arguing usually escalates, each person controls 50 percent of the problem, and teens love to bait parents
Q. Urgent and important, important but not urgent, urgent but not important, and the not important and not urgent
R. Problem identification, looking at contributing factors, brainstorm alternative strategies, choose the most effective strategy, specify who would be responsible for what, initiating intervention, evaluate the effectiveness of the intervention
S. Disruptive misbehavior, and non-disruptive ADD behavior

Course Content Manual Questions The answer to Question 20 is found in Section 20 of the Course Content. The Answer to Question 21 is found in Section 21 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.

Questions:

15.1 What may children with ADHD develop because the frustrations and difficulties they commonly experience due to the disorder?
15.2 Under Coexisting Conditions, what is one of the most commonly reported correlates of attention deficit hyperactivity disorder?
16.1 What should the therapist explore using the Child Interview?
16.2 Under Behavioral Observation, what are the major drawbacks of direct observation?
17.1 According to Antshel, what can ADHD children with interpersonal problems be at increased risk of developing later in life?
18.1 What were four objectives of Parent Training?
19.1 Which clinical subtype are many of the problematic behaviors that fall on the internalizing dimensions often found at?
20.1 Conjoint behavioral consultation is carried out in what four stages?
20.2 How is CBC (conjoint behavioral consultation) defined?
21.1 What are signs of family interaction problems that are often found in families that have a child with ADD?
22.1 What is the second most widely used treatment (next to medication) for ADD?
23.1 According to Nadeau, what are four suggestions to reduce stimulation overload for ADHD clients?
23.2 According to Nadeau, what are five strategies to reduce the level of forgetfulness?
24.1 What are the steps in RAP mnemonic?
24.2 What are the steps in TOWER mnemonic?
25.1 According to Webb, what are the names of the six group intervention sessions?
26.1 What are the five items that children with ADHD have difficulty?
Answers:

A. Academic underachievement
B. Emotional, social, developmental, academic, and/or family problems
C. Cost in time and professional resources in conducting the observation and the potential of invalid samples of behavior
D. Child’s thought and speech, sensory and motor functions, emotional functioning and insight and judgment
E. Debriefing, problem solving, goal setting, transferring
F. Substance abuse problems
G. Problem identification, problem analysis, treatment implementation, and treatment evalu­ation
H. ADHD-P1
I. Family has frequent conflicts; activities and social gatherings are unpleasant; parents argue over discipline because ‘nothing really works’; parents spend ‘hours and hours’ on homework with the child with ADD, leaving little time for others in the family; meals frequently are unpleasant; arguments occur between parents and the child over responsibilities and chores; stress from the child’s social and academic problems is continuous; and parents often feel frustrated, angry, helpless, hopeless, guilty, disappointed, alone, fearful for the child, sad, and depressed
J. A structured model of service delivery that joins parents and teachers in collaborative problem solving with the assistance of a consultant—psychologist
K. Live alone; have a living space large enough to allow periodic isolation; work in a private office; avoid overstimulating circumstances such as traffic jams, shopping malls, crowds, and noisy locations
L. Parent Training
M. Read the paragraph, ask yourself what is the main idea and two details, put the details & main ideas into your own words
N. Daily calendar, electronic reminders, visual prompts, backups for essential items, routines
O. Our journey, pack it up, stop lights and traffic cops, using road signs as a guide, road holes and detours, roadside help, and being your own mechanic
P. Think about the content, order the topics, write a rough draft, error search using COPS, revise & rewrite
Q. screening out unwanted stimuli; monitoring and regulating their own behavior; inhibiting inappropriate verbal and physical responses; knowing how much concentration is needed for a task; and sustaining attention for prolonged periods

 
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