Nonpharmacological Considerations for Managing ADHD
                     Nonpharmacologic
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Cfoor Mnasniadgeinrga AtDioHnDs
www.cbstherapy.com
Nonpharmacologi
cal Interventions 
for Childhood 
AAtteDntionH deficDit/hyperactivity disorder (ADHD) is one of the 
most prevalent disorders of childhood. The CDC estimates 
that between 3 and 7% of school-aged children have ADHD. 
Characterized by inattention, impulsivity and/or 
hyperactivity, ADHD impacts many areas of a child’s life. 
This includes social participation with peers and 
relationships with adults, academics, executive functioning 
skills like organization and time management, and more. 
Pediatricians may recommend medication and/or a variety 
of non-pharmaceutical interventions.  
The use of a 
written or visual 
routine
This intervention involves using behavioral 
strategies in everyday routines to provide structure, 
reward positive behavior, and communicate 
expectations. 
A token system.
The use of a written or visual routine.
Use of a communication app between home and 
school.
Environmental 
Modifications 
Children with ADHD are more likely than their peers to 
be overresponsive to sensory input; thus, the 
classroom can be more difficult for them to navigate. 
Providing access to noise-canceling 
headphones
Removing distracting classroom decorations
Providing scheduled heavy work motor 
breaks
Cognitive 
Behavioral 
TAlsho kneownr asa CBpT, coygni tive behavioral therapy 
involves self-management that results in behavior 
modification. The process involves identifying and 
challenging problematic thoughts and behaviors 
and replacing them with practical actions. A child 
may learn and practice problem-solving, role-
playing, and the ability to redirect, instruct and 
guide themselves. Strategies take into account the 
child’s strengths and goals.  
Sensory 
Integration 
Sensory integration is a specific intervention 
approach used by occupational therapists. This 
sensory-rich therapy allows children to process 
and integrate different kinds of sensory input in a 
controlled environment. Therapists look for 
adaptive responses such as decreased impulsivity 
or the ability to tolerate increased volume 
without having a meltdown. The ultimate goal is 
that eventually, changed neurology results in 
more consistent appropriate responses to sensory 
stimulation.  
Activity Modifications 
For the child with ADHD, a multi-step activity can 
become overwhelming and result in behaviors or 
withdrawal. Breaking down large tasks into 
manageable chunks can allow the child to experience 
success. Reduce the size of homework or the amount 
of written material on handouts. Focusing on quality 
rather than quantity can enable these children to 
showcase their best work.  
Team Collaboration
When a child’s disability impacts their participation at 
school, the child’s team may adopt an IEP or 504 plan. 
Children benefit from interdisciplinary collaboration, and the 
team may consist of the parents or caregivers, the child’s 
physician, special education teacher, regular education 
teacher, social worker, counselor, or occupational therapist. 
Since ADHD impacts multiple areas of functioning, each 
profession can contribute its specialty. For example, the 
physician can help team members understand side effects, 
and the occupational therapist can suggest sensory 
strategies.  The child, family, and team all benefit from 
collaboration. 
Contact 
Information
Website
www.cbstherapy.com
Mobile No.
401-270-9991
Email
[email protected]