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Behavioral contracts are effective in ADHD because they provide structured reinforcement and accountability. They help children with poor organizational skills by linking specific behaviors to rewards. This aligns with evidence-based behavioral modification strategies.

Goal charts with star rewards are appropriate positive reinforcement techniques. They enhance motivation and track progress, supporting executive function deficits in ADHD. This structured system is consistent with recommended behavioral therapy interventions for pediatric ADHD.

Setting limits and encouraging recreational activities are valid strategies. Clear boundaries reduce impulsivity, while physical activity channels hyperactivity constructively. These interventions are consistent with non-pharmacologic management and improve behavioral regulation and social functioning in affected children.

Taking the child to play in the park first delays academic tasks, increasing risk of distraction and poor task completion. While physical activity is beneficial, it should follow structured responsibilities. Lack of immediate task focus undermines effective ADHD management.

Allowing television after school promotes passive activity and distractibility. Screen time exacerbates attention difficulties and delays homework completion. This approach fails to reinforce structured routines and does not address executive dysfunction inherent in ADHD.

Reading a favorite book after school encourages leisure before responsibilities. Although reading is constructive, prioritizing non-academic activities over homework undermines structured task completion. ADHD management requires consistent routine adherence and reinforcement of responsibility before recreation.

Daily sessions to explore stressors provide therapeutic support but do not ensure immediate safety. Exploration of stressors is a long-term intervention, not suitable as the priority when acute risk of self-harm is present.

A no self-harm contract and unit activities promote accountability and engagement but lack immediate protective measures. Contracts are not reliable for impulsive clients, as judgment deficits limit adherence. Safety requires direct observation, not verbal agreements.

Hospital-issued clothing and staff view increase visibility but do not guarantee continuous monitoring. Clients may still engage in impulsive self-harm behaviors when not directly observed. This intervention is supportive but insufficient compared to constant observation.

Orienting the client to reality is appropriate for psychotic disorders but not ADHD. ADHD is not characterized by hallucinations or delusions. The focus should be on behavioral reinforcement, not reality orientation.

Suppressing frustration expressions is counterproductive. Emotional regulation is impaired in ADHD, and suppression increases stress and behavioral outbursts. Effective management involves teaching coping strategies and encouraging healthy emotional expression, not suppression.

Physical restraints during loss of control are inappropriate and potentially harmful. Restraints increase trauma risk and do not address impulsivity. ADHD management emphasizes positive reinforcement and structured routines, not coercive measures.

Weekly rewards are too delayed for children with ADHD. Executive dysfunction prevents sustained motivation over long intervals. Reinforcement must be immediate to strengthen behavior consistently and effectively. Lack of timely feedback reduces behavioral improvement.

Threatening to remove privileges relies on punishment rather than reinforcement. Punitive strategies increase frustration and resistance, failing to promote adaptive behavior. ADHD management emphasizes positive reinforcement, not negative consequences, to encourage compliance and task completion.

Ignoring behavior until improvement occurs is ineffective. ADHD requires structured interventions and immediate reinforcement. Passive approaches fail to address impulsivity and poor self-regulation, allowing maladaptive behaviors to persist without correction or guidance.