Does Stop & Think address the core features of ADHD?
Some of the core features of ADHD include:
• Attention Deficits
• Poor Self-Regulation
• Negative Interactions with Adults and Peers
Stop & Think explicitly targets:
Features of ADHD Not Addressed by the Program:
Stop and Think does not address:
• Inattention: the program doesn’t include strategies for maintaining attention. In fact, the program is designed to take place over 50 minute sessions, which might be too long for a child with ADHD.
• Hyperactivity: the program doesn’t address the physical symptoms like motor agitation, excessive movement, leaving one’s seat, and wandering around the room that impact classroom performance
• Academic Difficulties: the program doesn’t work with the academic skill deficits that often accompany ADHD.
• Social Skills Deficits: the program doesn’t address the social skills deficits that go along with ADHD like, irritability in young children, poor understanding of social norms, poor listening skills, and impaired ability to read nonverbal cues
Stop and Think is clearly designed for children in middle to late elementary
The program requires:
• Abstract Reasoning
• Reading long passages
• Written responses
• Multiple digit addition and subtraction
• Awareness of patterns in math
Developmental Strengths of the Program:
• Teaching Strategies: Stop &Think includes: concrete instruction with examples, physical reminders of notecards and fingers, reteaching and repetition, modeling, and role play activities.
• Teaching about Feelings: Stop & Think takes into account that children may need explicit teaching about feelings (ex: the program includes creating a Feelings Dictionary)
• Interest in Social Activities: Stop & Think capitalizes on children’s awareness of and interest in social activities.
• One on One: Stop & Think is designed to be completed with the therapist and one child, which makes behavior management with active children much easier.
Developmental Weaknesses of the Program:
Abstract Reasoning: Stop & Think requires abstract reasoning and perspective taking, which may be difficult for younger children, particularly those children with ADHD who may have problems with juggling multiple perspectives.
Prerequisite Academic Skills: As a treatment for ADHD, Stop & Think doesn’t take into account the difficulty children may have with academic skills.
Language Orientation: Stop & Think is based on using language and thoughts to control behavior. For younger children with ADHD, this may be too sophisticated and abstract.
Time Requirements: Stop & Think was designed to be completed in 50 minute sessions, which may be far too long for children with ADHD.
Sustained Attention: Stop & Think doesn’t address difficulty of maintaining attention, particularly for younger children.
Homework: The STIC (Show That I Can) tasks might be challenging for children with ADHD to complete and return.
Noncompliance: Beyond the response cost system, Stop & Think doesn’t provide support with noncompliant children.
Interest Level: As children mature, the Detective Dan character might be too immature for students to take seriously.
Return to Site homepage