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STOP and THINK - Kendall, 1992
STOP and THINK - Kendall, 1992
edu/course/cep/888/ADHD%20files/S
top%20&%20Think.htm
STOP and THINK
Cognitive-Behavioral Therapy for Impulsive Children
Phillip C. Kendall (1992)
Description of Treatment:
Each individual session involves the therapist teaching the child to use
the problem-solving process.
20-sessions; 50 minutes each session. Program may be extended by
increasing the number of role-play sessions near the end of the
treatment program.
The therapist uses self-instructional procedures via coping and
modeling while working on a variety of impersonal and interpersonal
tasks.
Purpose: Gradual build-up to assure that the child has first learned and
understands the use of the problem-solving steps.
Final series of sessions deal with the child’s particular behavior problems
and involve role playing of alternative solutions to specific problematic
situations.
Components of Program:
Purpose: Give the child an initial exposure to the problem solving process
that will enable the child to:
1. See how the steps can be sued to “STOP and THINK” before attempting to
solve problems
2. Cope with those inevitable mistakes that everyone makes
3. Provide self-reinforcement for thinking and reflecting as an active problem-
solver.
4. Acquaint child with the STOP and THINK dollars (points), reward menu
and the contingencies.
1. To provide practice materials that directly attack the target area of carefully
following direction
2. To serve as a foundation for later sessions as the child learns to self-instruct
or self-direct himself/herself to “STOP and THINK”.
Session 4: Arithmetic
Purpose: For the child to learn to apply the self-directed steps to grade-
appropriate
mathematical questions to solve them in a logical and reflective manner.
Session 8: Checkers
Purpose: These sessions deal with the recognition of “feelings” in the area of
interpersonal behaviors.
Sessions 13 and 14: The Consequences of Behavior
Purpose: The child learns to generate not only the alternate ways to handle
hypothetical social situations, but also to think about the consequences of the
various
alternatives. The purpose of these sessions is to:
1. Encourage the child to cope with problems or situations which involve the
inhibition of impulses
2. Help the child examine ways he/she could modify his/her behavior in social
situations
3. Help the child to consider the consequences of his/her actions
4. Help the child to approach interpersonal situations in a self-controlled
manner
Purpose: The child works to find the best solution to a role-played social
problem.
Purpose: Allows the child to own the ideas, put them into his/her own frame of
reference, and make a commercial to tell other kids about STOP and THINK.
Purpose: To allow the child to be the expert and demonstrate for others the
new skills
he/she has learned.
Negative interactions
o The program affords children the opportunity to have a successful
and reinforcing relationship with an adult in their school setting
o The program helps children allows children to develop the skills to
develop and maintain relationships with their peers
Using Language to Mediate Behavior
o The program teaches children to use language to work though
general, academic, and social issues
Language Orientation: Stop & Think is based on using language and thoughts
to control behavior. For younger children with ADHD, this may be too
sophisticated and abstract.
Homework: The STIC (Show That I Can) tasks might be challenging for
children with ADHD to complete and return.
Noncompliance: Beyond the response cost system, Stop & Think doesn’t
provide support with noncompliant children.
Interest Level: As children mature, the Detective Dan character might be too
immature for students to take seriously.