Interviews, rating scales, observations, and objective tests are necessary to determine the extent of problems of inattention, impulsiveness, and hyperactivity. Learning disabilities, conduct disorder, oppositional defiant disorder, anxiety, depression, obsessive thinking or compulsive behavior often must be addressed for persons diagnosed with ADHD. Thus, a comprehensive treatment program is often necessary for our clients. Our multi-modal approach may include:

• Evaluating and understanding the specific pattern of attention and impulse control issues using the IVA Plus-the Integrated Visual and Auditory Continuous Performance Test.
    
• Evaluating and understanding the specific learning pattern of looking, listening and doing skills by analyzing results of intelligence tests and neuropsychological testing.
    
• Educating the client, family, school, or employer about ADHD and its impact.
    
• Planning accommodations at home, school or job which maximize success.
    
• Developing behavior management strategies for parents, teachers, or employers.
    
• Facilitating adjustment at home using individual and family therapy.
    
• Maintenance and advocacy once the situation is stabilized.
    
• Learning to socialize appropriately with peers and family.
    
• Evaluating treatment & medication effects using rating scales and the IVA CPT Test.

In our newly opened learning center, FOCUS through FUN Inc., we use cutting edge programs to improve basic attention, learning, and cognitive processing skills using Play Attention and BrainTrain learning tools. This helps by:

• Teaching self-control, attention and focus using cognitive-behavioral procedures.
    
• Improving attention and self-control using Play Attention, featuring EEG neurofeedback and specially trained direction and insturuction from Certified Play Attention Coaches., This is known as Edufeedback.

  
OPPOSITIONAL DEFIANT DISORDERS
ODD - Many children brought for treatment have uncooperative, oppositional, and avoidant behavior.

Often these youngsters are stressed by their under-confidence or inability to respond successfully to life's demands, due to factors of inborn temperament, learning style, attention patterns, family life, and school pressure. They are caught up in a self-defeating struggle filled with anger and frustration with their families, teachers, and peers. They want to succeed, but are more likely to be uncooperative than cooperative. Refusing to try is a typical response. Oppositional behaviors are often used to lessen or eliminate demand, thereby enabling the child to have more control over his/her environment. Attention-getting, stimulation seeking, and annoying behaviors occur repeatedly. However, this frequently occurs in the face of punishment and criticism and at the expense of lowered self-esteem. A major function of treatment is to identify and reverse this process, using combined individual and family treatment as well as parent training groups.

Treatment begins with an assessment of the child's unique temperament and circumstance through a series of interviews, observations, tests and measurements. Once there is an understanding of how the child perceives the world and the tools the child has to deal with it, the therapist and family collaborate to develop a treatment plan. The parents' are taught to be calm, to use their understanding of the child to modify the environment and their own behavior. Accommodating to the child's temperament often is a major step towards eliminating the defiance. Rebuilding the relationship comes next through the use of enjoyable parent child activities, often referred to as special playtime. Behavior management procedures are used to establish clear rules and structure, often jointly negotiated between parent and child. The aim of discipline is to prepare the child for the next time a similar problem arises; planning is emphasized over punishment. Assistance is provided to help all family members remain calm and consistent.