Child ADHD Multimodal Program: An Empirically Supported Intervention for Young Children With ADHD.

Abstract

The Child ADHD (Attention Deficit Hyperactivity Disorder) Multimodal Program (CAMP) is an empirically supported intervention program for young children diagnosed with ADHD (8.5 years and younger). CAMP is designed to treat children, parents, and teachers and is conducted in 90minute, weekly training sessions. Children and their parents are separately and concurrently trained in a group context for 10 consecutive weeks. The children's training group includes behavioral management techniques, Preparation for this chapter was partially supported by grants 2-022627 and 2-022682 from the Society for the Study of School Psychology and a university faculty research grant awarded to Linda A. Reddy.

Game-Based Cognitive-Behavioral Therapy (GB-CBT) Group Program for Children Who Have Experienced Sexual Abuse: A Preliminary Investigation

“…The games utilized in the GB-CBT model are rule-governed, typically team-based, and rely on friendly competition as an incentive for participation. Structured play provides the children with multiple opportunities to rehearse the various skills that are taught throughout the course of the group, thereby facilitating greater learning and retention Reddy, Spencer, Hall, & Rubel, 2001;Reddy, Springer, et al, 2005). Structured play also serves to enhance group cohesion through active participation and enables the process of therapy to become more fluid, reducing defensiveness (Gil, 1991;Kelly & Odenwalt, 2006).…”

Game-Based Cognitive-Behavioral Therapy (GB-CBT): An Innovative Group Treatment Program for Children Who Have Been Sexually Abused

“…The importance of providing a framework to children with clearly delineated rules and behavioral expectations within the context of group therapy has been discussed in the literature (Golden-Mandell et al, 1989;Johnson & Young, 2007;Martin & Pear, 2007;McMullin, 2000;Reeker et al, 1997;Reddy, Spencer, Hall, & Rubel, 2001;Reddy, Springer et al, 2005;Rice-Smith, 1993;Shechtman & Gluk, 2005). Research has shown that a structured group therapy setting with clear behavioral expectations creates a sense of safety for children, demonstrates adults' ability to handle various situations, and facilitates behavioral modification (Johnson & Young, 2007;Reeker et al, 1997;Reddy et al, 2001;Reddy, Springer et al, 2005;RiceSmith, 1993;Shechtman & Gluk, 2005).…”

“…DAGs have been successfully utilized for treating childhood ADHD and social skills deficits (Reddy, Files-Hall, & Schaefer, 2005;Reddy, Springer et al, 2005), and they have been shown to be effective for improving prosocial behaviors, self-efficacy, internalizing symptoms, oppositionality, aggression, hyperactivity, distractibility, and levels of parental stress (Reddy, Springer et al, 2005). Many of these symptoms are common among children who have experienced sexual abuse (Kendall-Tackett et al, 1993).…”

“…DAGs are based on a number of principles, including that group members are allowed to participate in the games at their own levels and abilities, that there are multiple opportunities to learn and rehearse social and emotional skills, that there is a clearly delineated structure built into the games, and that positive interactions can be fostered through game play despite potential variance in skill level between the participants (Reddy, Springer et al, 2005).…”

Game-based cognitive-behavioral therapy individual model for child sexual abuse.

“…nents primarily through developmentally appropriate games (DAGs), a play therapy technique that has shown promise for treating a number of problems such as attention-deficit hyperactivity disorder (ADHD) and social skills deficits (BayHinitz, Peterson, & Quilitch, 1994;Reddy, Spencer, Hall, & Rubel, 2001;Reddy et al, 2005;Springer & Reddy, 2010;Swank, 2008).…”