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STP Structure and Treatment

Enrolled children attend the STP for eight weeks, from 8:00 AM until 5:00 PM on weekdays. Employing a broad social learning/cognitive behavioral approach, treatment is tailored to each child’s behavioral, affective, and cognitive difficulties. In the context of a day treatment program with a broad treatment focus, individually designed treatment plans are implemented by paraprofessionals under the supervision of senior level staff members. Children are placed in groups with 12 children of similar age and clinical staff. These groups stay together throughout the day to facilitate group cohesiveness and improvement in peer relations. Each group spends three hours daily in classroom sessions conducted by developmental specialists who implement behavior modification programs designed to treat children’s problems in a classroom context, in which appropriately individualized and computer-assisted instruction are also provided. The remainder of each day consists of recreationally-based group therapy activities (e.g., soccer games, swimming). In all settings throughout the day, a variety of treatment modalities are implemented in an integrated manner. The treatment components, all of which have been developed through many years of research and represent state-of-the-art treatment for ADHD, include the following:

  • Point/token Economy System
  • Social Skills Training
  • Group Problem-Solving Discussions
  • Sports Skills Training
  • Time Out
  • Daily Report Cards
  • Individualized Programs
  • Daily and Weekly Reward Systems

In addition to these psychosocial treatment components, pharmacological interventions are an important optional part of the STP. Using a unique assessment procedure that has been developed and validated in the STP and widely described in the published literature, individual children’s response to various psychostimulant medications can be evaluated. The medication assessment employs placebo-controlled double-blind procedures and a variety of measures of functioning (e.g., classroom productivity and accuracy, social behavior with peers, compliance with adult requests, parent and teacher rating scales) to produce a highly refined medication recommendation for each child in the assessment. Comprehensive reports to referring physicians enable them to determine whether medication is effective and what dose should be employed in the child’s ongoing treatment.