Dr. Davenport has found that “disruptive behavior” in the classroom and at home is often related to trouble stopping and thinking. His STOP-THINK-GO approach is designed to help students recognize the cause/effect of their behavior and then make plans to address their impulsivity as outlined in the February 2013 edition of Attention magazine published by the leading authority on ADHD, Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD).
For tweens and teens, impulse control problems are addressed using the structured cognitive-behavioral strategies in Student Success!
For pre-kindergarten – 5th graders, “STOP-THINK-GO” is a research-based cognitive-behavioral approach designed to help improve impulse control in multiple situations including at home, in the classroom, on the playground, and at parties that is offered for either individual children and their families or in a group during the summer.
This research-based cognitive-behavioral approach is shown to improve students’ abilities to stop and think before acting impulsively in social situations, during transitions, when worried, frustrated, or angry, when solving problems or making decisions, and when dealing with common distracters throughout their day.
Learning objectives for elementary school students follow.
STOP-THINK-GO INTRO: WHAT? WHY? HOW? WHO? & YOU!
During session one, students and parents will learn the basics of the STOP-THINK-GO process. Students will be able to define “impulsivity” and will learn when impulses are a problem. Through multiple activities, including the “Stop-Think-Go” game, they will learn how to identify the cause/effect of impulsivity and develop a new way to stop and think before taking action. Between sessions, students and their families will start to apply these skills to everyday life.
STOP AND THINK ABOUT OTHERS THINKING ABOUT YOU: SOCIAL INTELLIGENCE
During session two, students will learn that in social settings, we think about others’ behaviors and they think about our behaviors. They will learn how to recognize “expected” behaviors and “unexpected” behaviors in multiple settings (at home, at school, and in a group). Through discussion and practice, they will apply “social detective” skills in order to use their eyes, ears, and brain to figure out how to behave in different settings. Between sessions, parents and children will practice applying these skills in everyday situations.
STOP AND THINK FLEXIBLY: CHANGES &TRANSITIONS
Many impulsive children struggle to make smooth transitions from one task to another: During session three, students will learn ways to stop and think flexibly when dealing with unexpected changes and everyday transitions in life. Through a multiple teaching methods, students will learn how to think more flexibly and are encouraged to practice these skills with their parents in numerous settings between sessions.
STOP AND THINK ABOUT NEGATIVE FEELINGS: WORRIES, FRUSTRATIONS, & ANGER
Many impulsive students struggle tremendously when dealing with even the slightest negative feelings: in this session, they will learn to identify the true size of a problem and will practice how to adjust their thinking to better fit the size of the problem. They will learn ways practical ways to address small, medium, and large problems including physical calming techniques based on science of the brain’s “flight or flight” system. Parents and children will practice these skills between sessions.
STOP AND THINK ABOUT PROBLEM-SOLVING: USING SKILLS FOR OTHER PROBLEMS
Session 5 is a continuation of session 4 where students add the use “realistic self-talk” to their arsenal of tools to stop and think when faced with frustrating, anxiety-provoking, or anger-producing problems. They will learn a structured approach to problem solving, how to ask themselves age-appropriate realistic thinking questions and will leave with tools they and their parents can implement immediately.
STOP AND THINK ABOUT DISTRACTERS AT HOME, AT SCHOOL, AND IN A GROUP
The ability to maintain focus for routine, boring, and monotonous tasks can be a significant symptom of “response inhibition” or impulsivity. In this session, students will learn how to identify distracters that cause them the most problems and then develop ways to address their specific needs. Parents will learn ways to help their children in this pursuit.
SESSION 7 (INDIVIDUAL SESSION ONLY)
STOP AND THINK ABOUT THE FUTURE!
During this session with an individual child and parents (not offered as part of the summer group), we celebrate how far the child has progressed and we talk about how to apply the STOP-THINK-GO procedures to a number of possible future situations that may lead to impulsive behavior. We discuss ways to deal with lapses in impulsive behavior and additional ways to collaborate with the child’s educators to meet his or her specific needs in the classroom.
Although this session is not offered as a part of the summer STOP-THINK-GO group, it can be scheduled separately as an individual session after completion of the group.
Contact us today to learn how Dr. Davenport can help you and your child!
(c) 2010-2014, Monte W. Davenport, Ph.D.