A Multi-Modal Approach to Address ADHD: A Non-Drug Emphasis
Annie M. Wells Ph. D.
About the Author
Annie M. Wells has a Ph.D. in Experimental Psychology, a Master Of Arts degree in Personality Psychology, a Master of Chemistry Education, and a Bachelor of Science degree in Science and Mathematics. She also has taught high school Chemistry and Mathematics in the public schools. Currently, Dr. Wells is Professor of Psychology and Director of a graduate program in Clinical Training at Alabama A&M University, where she teaches courses in Psychopathology, Psychopharmacology, and Family Systems Therapy. Dr. Wells has been in the practice of psychology for over 20 years with parents and their children and adolescents with Attention Deficit Hyperactivity Disorders. She has training in learning styles, is Director of the Alabama Learning Style Center, and conducts workshops for teachers who work with students diagnosed with Attention Deficit Hyperactivity Disorders. She knows how children and adolescents learn best and how they cope satisfactorily. Dr. Wells is an active member of the American Psychological Association, a member and fellow of the American Board of Medical Psychotherapy, a member of the Southeastern Psychological Association, the Alabama Psychological Association, and the North Alabama Association of Licensed Psychologists. Parents, teachers, and mental health professionals, as well as researchers, would be interested in a book of this nature because the author is an academician and a licensed practicing psychologist. She writes a book based on research and practice. The book is novel in that it broadens the spectrum of managing and treating ADHD; it is easy to read and is a practical guide for one to follow.
About the book, A Multi-Modal Approach to Address ADHD: A Non-Drug Emphasis
The book is organized in two main parts: general information and basic research about Attention Deficit Hyperactivity Disorders; and practical information full of psychological/behavioral and educational/learning style strategies and tips. The first part of the book provides the reader with adequate information to understand the rationale for using the techniques in the latter part. Chapters I through III provide that general and basic information, including the medical approach. Chapter I describes what the ADHD disorders are, etiological theories, DSM-IV-TR criteria, and how one makes a differential diagnosis. Chapter II acquaints parents and professionals with symptoms as early as infancy and preschool age, and what they can do when ADHD is suspected. Medical treatment is usually recommended; therefore, Chapter III deals with the medical approach and the various categories of medicines that can be used to treat the different types of ADHD. Chapters IV through V focus on the non-medical approaches. Chapter IV describes psychological/behavioral approaches to address problems of executive functions, attention, hyperactivity, impulsivity, social skills, memory and organization of time and materials. This chapter emphasizes the importance of addressing executive functions first and foremost as well as early in development to be most effective. Chapter V makes the point that learning style approaches emphasize strengths of children with ADHD rather than weaknesses; and that these children learn different. One could perceive this chapter as a handbook to use in determining which of the elements of style a child exhibits and preceding with the appropriate technique. Chapters IV and V also make the point that the non-drug approaches can yield a relatively permanent change in behavior which will take practice.
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