Curtis David F
Section of Psychology, Department of Pediatrics, Baylor College of Medicine.
Psychotherapy (Chic). 2014 Mar;51(1):110-6. doi: 10.1037/a0033984. Epub 2013 Dec 30.
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) present significant problems with behavioral disinhibition that often negatively affect their peer relationships. Although behavior therapies for ADHD have traditionally aimed to help parents and teachers better manage children's ADHD-related behaviors, therapy processes seldom use peer relationships to implement evidence-based behavioral principles. This article introduces Structured Dyadic Behavior Therapy as a milieu for introducing effective behavioral techniques within a socially meaningful context. Establishing collaborative behavioral goals, benchmarking, and redirection strategies are discussed to highlight how in-session dyadic processes can be used to promote more meaningful reinforcement and change for children with ADHD. Implications for improving patient care, access to care, and therapist training are also discussed.
患有注意力缺陷多动障碍（ADHD）的儿童存在明显的行为抑制问题，这常常对他们的同伴关系产生负面影响。虽然传统上针对ADHD的行为疗法旨在帮助家长和教师更好地管理与儿童ADHD相关的行为，但治疗过程很少利用同伴关系来实施循证行为原则。本文介绍结构化二元行为疗法，将其作为在具有社会意义的背景下引入有效行为技术的一种环境。文中讨论了确立协作性行为目标、设定基准和重定向策略，以突出治疗过程中的二元过程如何用于促进对ADHD儿童更有意义的强化和改变。还讨论了对改善患者护理、获得护理的机会以及治疗师培训的影响。
