1. David D Nowell PhD
www.DrNowell.com

2. www.DrNowell.com
DavidNowellSeminars
DavidNowell

3. Overview
• Perspectives
• Curious compassionate nonjudgmental evaluation
• ADHDetc
– SPD
– CAPD
– ADHD/ADD
•
•
•
•
Ask 2 questions
Strategic behavioral inquiry (HËDŸDT)
Tools you can use now
75 strategies that just might change your life

4. Overview
• Perspectives
• Curious compassionate nonjudgmental evaluation
• ADHDetc
– SPD
– CAPD
– ADHD/ADD
•
•
•
•
Ask 2 questions
Strategic behavioral inquiry (HËDŸDT)`
Tools you can use now
75 strategies that just might change your life

6. www.slideshare.net/dnowell

7. PERSPECTIVES

9. Avoiding the most common
diagnostic error

10. What’s wrong with this brain model?

11. What’s wrong with this brain model?

12. What’s wrong with this brain model?

14. What are our data sources?
•
•
•
•
•
•
Record review
Interview
Collateral interview
Checklists
Mental status examination
Test scores

15. CURIOUS COMPASSIONATE
NONJUDGMENTAL EVALUATION

16. Curious Compassionate
Nonjudgmental Evaluation
•
•
•
•
Skillfully eliciting the chief complaint
HËDŸDT?
Forming a diagnostic impression
Defending your diagnosis / impression

17. Skillfully eliciting the chief complaint
• Too much of what? Or too little of what?
• Invoking the Pediatric Fairy (or the Psychiatric
Genie)

18. HËDŸDT?
• How exactly did you do that?
– Everybody’s doing the best he/she can
– Every behavior problem is either
• Skills deficit
• Contingency problem

21. Forming a diagnostic impression
• Where do you see it the most? And where do
you see it the least?
• Two disorders = two stories

23. Documenting and communicating your
conclusions
• The footprints in the butter
• Defend your diagnosis

24. SPD, CAPD, ADD/ADHD, SCT
ADHDETC

25. ADHDetc
SENSORY PROCESSING DISORDER

26. Sensory Processing Terminology
•
•
•
•
Sensory detection
Sensory discrimination
Sensory modulation
Sensory integration
– Performing a developmentally appropriate task in
a multi-sensory environment

27. Who doesn’t love a wedding?

28. Who doesn’t love a sensory
deprivation tank?

29. Sensory Processing Disorder
• Persistent atypical over-responsivity or
underresponsivity to sensation

30. SENSORY PROCESSING DISORDER
Sensory
modulation
disorder
Sensory
discrimination
disorder
Sensory-based
motor disorder
Postural
disorder
Overresponsive
Underresponsive
Sensation
seeking
Dyspraxia

33. Interventions for Sensory
Processing Disorders

37. Interventions for Sensory
Processing Disorders
• Top down
– Normalizing
– Patient and family education
– Environmental interventions
– Self-esteem / success experiences
– Treating comorbidities

38. The Sensory Defensive Adult

39. Consider your own self-stim strategies
•
•
•
•
•
Applying lotion
Clicking pen
Sewing machine leg
Gum
Whistling

42. Instant study carrel

43. Time “in”

45. Place the student with tactile
defensiveness at the edge of the group

46. Provide multiple cues for transitions
•
•
•
•
Verbal “two minute warning”
Visual schedule
Changes in lighting
Nonverbal cues

48. Heavy work

49. ADHDetc
CENTRAL AUDITORY PROCESSING
DISORDER

58. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
58

59. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
59

60. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
60

61. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
61

62. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
62

63. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
63

64. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
64

65. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
65

66. Central auditory processes
• Auditory discrimination (same/different)
• Auditory localization (locate source of sound)
• Auditory performance with degraded acoustic
signal
• Auditory figure-ground (perceiving sounds in
background noise)

67. Central Auditory Processing Disorder
• Difficulty processing auditory information
despite normal hearing
– With functional impact
– Observable by SLPs, teachers, and parents

68. CAPD: what we notice
•
•
•
•
•
Poor communicator (terse, telegraphic)
Hears better when watching the speaker
Problems when I speak to rapidly to him
She interprets words too literally
Memorizes poorly

70. CAPD: what we notice
•
•
•
•
Often needs remarks repeated
Difficulty sounding out words while reading
Confuses similar-sounding words
Difficulty following directions in a series

71. CAPD
• the research challenge of “supramodal
influences”

72. CAPD or ADHD?
• Where do you see it the most? Where do you
see it the least?

73. Interventions for CAPD
• Bottom up
– Auditory integration training and similar programs
– Environmental modifications
• FM transmission
• Train the speaker to face her listener, and check for
understanding
• Preferential seating
• Untimed testing
• …..and…..

75. Interventions for CAPD
• Bottom up
– Auditory integration training and similar programs
– Environmental modifications
• FM transmission
• Train the speaker to face her listener, and check for
understanding
• Preferential seating
• Untimed testing
• Increased use of visual cues

76. Interventions for CAPD
• Bottom up
– Auditory integration training and similar programs
– Environmental modifications
• FM transmission
• Train the speaker to face her listener, and check for
understanding
• Preferential seating
• Untimed testing
• Increased use of visual cues

77. True or False?
• Sensory Processing Disorder will be included
in the DSM5
• Only individuals on the autistic spectrum
engage in self-stimulating behaviors
• Speech Language Pathologists formally
diagnose CAPD by way of screening tests
• CAPD and ADHD can be co-occurring
conditions in some clients

78. Interventions for CAPD
• Top down
– Metalinguistic strategies including schema
induction, context-derived vocabulary building,
phonological awareness, and semantic network
expansion

80. Interventions for CAPD
• Top down
– Metalinguistic strategies including schema
induction, context-derived vocabulary building,
phonological awareness, and semantic network
expansion
– Metacognitive strategies including self-instruction,
cognitive problem solving, and assertiveness
training

82. Skillfully eliciting the chief complaint
• Too much of what? Or too little of what?
• Invoking the Pediatric Fairy (or the Psychiatric
Genie)

83. HËDŸDT?
• How exactly did you do that?
– Everybody’s doing the best he/she can
– Every behavior problem is either
• Skills deficit
• Contingency problem

84. Forming a diagnostic impression
• Where do you see it the most? And where do
you see it the least?
• Two disorders = two stories

85. Documenting and communicating your
conclusions
• The footprints in the butter
• Defend your diagnosis

86. Adults with Auditory Processing
Challenge

90. Strengths and Weaknesses Checklist
(Sensory Processing Problems)
Appendix A

91. ADHDetc
ATTENTION DEFICIT HYPERACTIVITY
DISORDER

93. The Executive Functions
•
•
•
•
Nonverbal working memory
Verbal working memory
Self-regulation of affect/motivation/arousal
Reconstitution
Barkley, RA, Murphy, KR., Fischer, M
(2008). ADHD in Adults: What the
Science Says . New York, Guilford
Press.

94. The Executive Functions
•
•
•
•
Sensing to the self
Speech to the self
Emotion to the self
Play to the self
Barkley, RA, (2012)

95. The Executive Functions
• Making movies in your head
• Talking to yourself
• Being your own boss
• Thinking and creating “what could be”

97. Arenas of Involvement
•
•
•
•
Intrapersonal
Interpersonal
Environmental
Academic / symbol system
(McCloskey & Perkins, 2013)

99. Preschool
1. 1-step errands
2. Chores with cues
3. Basic inhibition
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
99

100. Kindergarten 2nd Grade
1. 2-3 step directions
2. 20-30 minute assignments
3. Follow rules/inhibit/no grabbing
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
100

101. 3rd-5th Grade
1. Simple shopping list
2. Keep track of variable daily schedule
3. Inhibit and regulate even without teacher present
4. Simple delayed gratification (phone)
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
101

102. 6th – 8th Grade
1. Complex chores
2. Organizing system
3. Time management
4. Self soothe
5. Manage conflict
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
102

103. Teenage-mid 20’s
1. Independent with assignments
2. Make adjustments based on feedback
3. Inhibit reckless behavior
4. Say “no” to fun activity if other plans already made
5. Take others’ perspective
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
103

104. Knock 3 years off his age

105. Lending Your Brain
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
105

107. Model and discuss attending
• Broad versus narrow
• Internal versus external
• Passive and active

108. ADHD and Brain Development

111. ADHD
Inattentive
Hyperactive
Combined

113. Appendix B

114. DSM-V Changes
•
•
•
•
Age of onset (12 years rather than 7)
Adult criteria (5 symptoms rather than 6)
Additional symptom examples provided
Strengthening of cross-situational
requirement
• Provision of comorbidity with autism

115. ADHD and Brain Imaging

119. Environmental Influences
•
•
•
•
Screens
Second-hand smoke
Toxic exposure
Sleep deprivation

122. Environmental Influences
•
•
•
•
Screens
Second-hand smoke
Toxic exposure
Sleep deprivation

124. Functional impact
of core symptoms
•
•
•
•
Arousal / alertness
Mental effort
Determination of saliency
Focal maintenance

126. Sleep hygiene
•
•
•
•
Strict bedtime
Use bed only for sleep
No caffeine after mid-afternoon
No activating media after 7pm

127. Establish bedtime routine

132. Fidget supports

133. Functional impact
of core symptoms
•
•
•
•
Arousal / alertness
Mental effort
Determination of saliency
Focal maintenance

134. Premack Principle

135. Reward small units of effort

142. Functional impact
of core symptoms
•
•
•
•
Arousal / alertness
Mental effort
Determination of saliency (what’s in it for me?)
Focal maintenance

145. There’s no such thing as
procrastination
• “There’s just choosing….and choosing
again…”

146. procrastinators-anonymous.org

147. Functional impact
of core symptoms
•
•
•
•
Arousal / alertness
Mental effort
Determination of saliency
Focal maintenance

148. EZ-C Reader

149. Functional impact
of core symptoms
• Satisfaction control (“post-synaptic dopamine
insensitivity”)
• Inhibition
• Tempo control
• Self-monitoring and correcting

150. DRO
Differential Reinforcement of Other

151. Fail-proof desk activities
Appendix C

152. Daily report card
Appendix D / E

153. Meet with your ADHD employee for
regular ongoing feedback

154. Functional impact
of core symptoms
•
•
•
•
Satisfaction control
Inhibition
Tempo control
Self-monitoring and correcting

155. There’s no such thing
as “disinhibited”

156. The “talking stick”

157. Functional impact
of core symptoms
• Satisfaction control
• Inhibition/Self-Regulation
– Arousal
– Motivation
– Mood
• ADHD or Bipolar Disorder?
• Too much “push” or too little “pull”?
• Tempo control
• Self-monitoring and correcting

158. •
•
•
•
•
•
•
ADHD is not
FRED-PG13
Flight of ideas
Racing thoughts
Euphoria
Decreased need for sleep
Periodicity
Grandiosity
Age of onset

159. Functional impact
of core symptoms
•
•
•
•
Satisfaction control
Inhibition
Tempo control
Self-monitoring and correcting

162. Time Horizon
1 hour 1 day
1 week
1 month
1 year

163. Functional impact
of core symptoms
•
•
•
•
Satisfaction control
Inhibition
Tempo control
Self-monitoring and correcting

164. Distraction delay training

165. COMPREHENSIVE ADHD
EVALUATION

166. Curious Compassionate
Nonjudgmental Evaluation
•
•
•
•
Skillfully eliciting the chief complaint
HËDŸDT?
Forming a diagnostic impression
Defending your diagnosis / impression

167. What are our data sources?
•
•
•
•
•
•
Record review
Interview
Collateral interview
Checklists
Mental status examination
Test scores

169. COMPREHENSIVE ADHD
TREATMENT

171. Comprehensive ADHD Treatment
• Medication
• Behavioral Support
• Working Memory
Training
• Movement
• Vestibular and
Cerebellar Interventions
• Neurofeedback
• Breathwork /
meditation
• Creative
visualization
• Mindfulness
• Bodywork
• Supplements / diet
• Hypnosis
• Coaching
• Counseling

172. Comprehensive ADHD Treatment
• Medication
– Stimulant
– Non-stimulant
– “Off-label” treatment

173. Image: wikimedia commons

175. Cortico-striatal loop

179. Increase salience

180. Two weeks from now, how will you
know whether it’s working?
Appendix F / G

181. Daily report card
Appendix D

182. Comprehensive ADHD Treatment
• Behavioral Support

183. A
B
C
ANTECEDENTS
BEHAVIOR
CONSEQUENCES
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
183

184. A
B
C
ANTECEDENT
BEHAVIOR
CONSEQUENCES
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
184

185. A
C
ANTECEDENTS
3/5/2014
B
BEHAVIOR
CONSEQUENCES
© 2011 David D. Nowell, Ph.D. All rights
reserved.
185

186. Set them up for
success
A
ANTECEDENTS
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
186

187. Identify exceptions
A
Where do you see
it the most?
ANTECEDENTS
Where do you see
it the least?
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
187

189. Rules
A
ANTECEDENTS
•Waking up
•Bedtime
•Chores
•Homework
•TV / internet

190. Launching Pad

192. Expectations
A
ANTECEDENTS
•Specific
•Behavioral
•In advance

193. Communication
A
ANTECEDENTS
•Get eye contact
•Speak clearly
•Provide behavioral info
•Check for understanding

194. Ask for What You Want
• Talk like a behaviorist
• Tell your partner what you want
• Post classroom expectations visibly

195. (for the non-ADD partner)
Ask for what you want

196. A
Provide prosthetic
cues at the “pointof-performance”
(Barkley)
ANTECEDENTS
• Staff mentor
• “Fall-back” peer
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
196

197. A
Provide prosthetic
cues at the “pointof-performance”
(Barkley)
ANTECEDENTS
Appendix H
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
197

200. Behavioral Support
A
B
C
ANTECEDENT
BEHAVIOR
CONSEQUENCES
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
200

201. “A healthy highfunctioning 26
year old”
B
BEHAVIOR
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
201

202. More
B
BEHAVIOR
3/5/2014
• Behavioral control
• Choices and options
• Self-regulation
• Arousal
• Motivation
• Mood
• Attention
© 2011 David D. Nowell, Ph.D. All rights
reserved.
202

204. A
B
C
ANTECEDENT
BEHAVIOR
CONSEQUENCES
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
204

210. Don’t reward them with stuff

211. Rotate rewards frequently

213. Determine what basic provisions are
unconditional…
•
•
•
•
•
•
•
Love
Respect
Safety
3 meals
Essential clothing
Temperature-controlled environment
30 minutes of video games

214. …and which are contingent
• Special foods
• Expensive or trendy clothing
• Extra video game time

217. Appendix I

218. Clip and share horrible articles about
teens falling out of the back of pickup
trucks
• Review cause and effect
• Discuss consequences
• Emphasize behavioral agency

219. Working Memory Training
• CogMed
• Lumosity

222. Movement Techniques
•
•
•
•
•
Exercise
Rhythm and timing and cognition
Integrated movement
Yoga
Martial arts

223. Turn 30 minutes into 45

224. Balance screen time and “green time”

225. Balance screen time and “green time”

226. Movement Techniques
•
•
•
•
Exercise
Rhythm and timing and cognition
Yoga
Martial arts

227. Bal-A-Vis-X

229. Vestibular and Cerebellar Exercises
• Dyslexia Dyspraxia Attention Treatment
• Interactive metronome

236. Managing our Cave(wo)man
•
•
•
•
Meditation
Creative visualization
Mindfulness
Neurofeedback

238. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
238

239. © 2011 David D. Nowell, Ph.D. All rights reserved.
3/5/2014
239

240. © 2011 David D. Nowell, Ph.D. All rights reserved.
3/5/2014
240

241. © 2011 David D. Nowell, Ph.D. All rights reserved.
3/5/2014
241

242. Managing our Cave(wo)man
•
•
•
•
Meditation
Creative visualization
Mindfulness
Neurofeedback

245. Mindfulness

246. Mindfulness

247. Managing our Cave(wo)man
•
•
•
•
Meditation
Creative visualization
Mindfulness
Neurofeedback

249. Bodywork
•
•
•
•
Massage
Chiropractic
Acupuncture
Transcranial magnetic stimulation

253. Supplements and Diet
•
•
•
•
•
Omegas
Food additives
Food allergies
Pesticides
Dietary recommendations

254. Supplements and Diet
• Omegas
– Zinc
•
•
•
•
Food additives
Food allergies
Pesticides
Dietary recommendations

255. Nutrition essentials
•
•
•
•
Emphasize protein at every snack and meal
Eat fewer processed foods
Choose local
Pay close attention to patterns between food
and focus/mood

256. Hypnosis

257. ADD Coaching

259. Comprehensive ADHD Treatment
– May be expensive

260. Consider online peer support
www.reddit.com/r/ADHD/

261. Counseling Goals with the ADHD Client
Basic Brain Supports (without these the rest may
not matter)
• Sleep
• Nutrition
• Exercise
Family Supports (any ADHD treatment should
include support for the spouse or parents)
• Rules
• Expectations
• Communication

262. Rules,
Expecations, and
Communication
A
C
ANTECEDENTS
3/5/2014
B
BEHAVIOR
CONSEQUENCES
© 2011 David D. Nowell, Ph.D. All rights
reserved.
262

263. The
Self-esteem
Abacus

264. Counseling Goals with the ADHD Client
Therapeutic Interventions (traditional counseling tasks)
• Self-esteem
• Self-efficacy
Lend-Me-Your-Brain Interventions (executive function
support)
• Reading skills
• Study skills
• Time/goal management
– Calendar
– To-do list

265. The “Big Five”
•
•
•
•
•
Daily focus time
Nutrition
Movement
Sleep
Connection

266. 10-Minute
Morning Review

267. …the most
important 10
minutes of the
day….
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
267

268. The “Big Five”
•
•
•
•
•
Daily focus time
Nutrition
Movement
Sleep
Connection

269. Barter Social/Practical Support
• Food prep for optimal nutrition
• Domestic organization
• Pre-tax paperwork

270. The “Big Five”
•
•
•
•
•
Daily focus time
Nutrition
Movement
Sleep
Connection

271. “Exercise for focus” is different from
"exercise for fitness”

272. The “Big Five”
•
•
•
•
•
Daily focus time
Nutrition
Movement
Sleep
Connection

275. The “Big Five”
•
•
•
•
•
Daily focus time
Nutrition
Movement
Sleep
Connection

276. Marry well and get a crackerjack
assistant at work

277. The ADHD Couple

278. The ADHD Couple: The Problems
The ADD Partner May Have:
• High need for stimulation
• Poorer impulse control
• Inattention to detail
The Non-ADD Partner May Have:
• Rigid style
• Mild anxiety
• Unrealistic expectations

279. The ADHD Couple: Counseling Goals
•
•
•
•
•
Remembering what drew you to your partner
Getting to “fair”
Outsourcing / professional supports
Feeling your contributions are valued
Communication skills training

280. Positive characteristics of many people
with attentional / executive challenges
Appendix J

281. The ADHD Couple: Counseling Goals
•
•
•
•
•
Remembering what drew you to your partner
Getting to “fair”
Outsourcing / professional supports
Feeling your contributions are valued
Communication skills training

282. Allow your non-ADHD partner or
roommate to tackle longer-term
projects: You take on more of the
easy/quick tasks.

283. Don’t do anything for your ADHD
partner or teenager which could just
as easily be managed by a machine or
an app

284. Shower Coach

285. “Walk Me Up” app

286. MORE STRATEGIES THAT JUST
MIGHT CHANGE YOUR LIFE

287. Tickler System

288. Why Don’t Nuns
Worry about What to Wear?

289. Strategy to rule to habit
• Let’s spend 30 seconds right now determining
where you’ll put your keys from now on upon
entering your home.

290. Strategy to rule to habit
3. habit
2. rule
1. strategy

291. Upstairs downstairs box

292. 60-Second
Bathroom Cleaning Routine

293. Clear (see-through) storage

302. Model and practice self-talk
• “I’m checking email then returning phone
calls”
• “When do I need to be ready?”
• “How long will this take?”

303. Reck, S.G. et al (2013)

304. Self-talk proficiency
ASK TWO QUESTIONS

305. Am I having fun now?
Is this important?
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
305

306. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
306

308. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
308

310. What does dopamine feeeel like?

318. Am I having fun now?
Is this important?
Yes
Yes
Yes
No
3/5/2014
No
Yes
No
No
© 2011 David D. Nowell, Ph.D. All rights
reserved.
318

319. Am I having fun now?
Is this important?
3/5/2014
Yes
Yes
No
Yes
Yes
No
I’m having fun.
I’m on task.
No
No
© 2011 David D. Nowell, Ph.D. All rights
reserved.
319

321. Am I having fun now?
Is this important?
Yes
Yes
I’m having fun.
I’m not on task.
3/5/2014
No
Yes
Yes
No
No
No
© 2011 David D. Nowell, Ph.D. All rights
reserved.
321

322. Beware dopamine tricksters!
•
•
•
•
•
Facebook
Gambling
Shopping
Video games
Free online Aramaic course

323. StayOnTask app

324. The best defense against the
manipulation of our attention is
to determine for ourselves – in
advance - how we want to
invest it.
- E. Goldberg

325. Key features of a great planner system

326. Key features of a great planner system
• 2 pages per day
• Master to-do list
• With the client at all times

327. Yoga / read
Phone calls
Staff meeting
Planning
session
billing

329. Vh: jeff w/ puritan oil
Vc: kate re: brimfield
TC umass dermatology.
Spoke w/ cindy 508 8564000

332. Key features of a great planner system
• 2 pages per day
• Master to-do list
• With the client at all times

334. What’s a To-Do list for anyway?

339. Key features of a great planner system
• 2 pages per day
• Master to-do list
• With the client at all times

340. Key features of a great planner system
• The “technology”
• The “practice”

341. Key features of a great planner system
• The “technology”
• The “practice”

342. Weekly Overview

349. 10-Minute Morning Review

350. Where will I most likely feel
distracted today?

351. What will you do today that you'll
still remember one year from now??

352. Am I having fun now?
Is this important?
Yes
Yes
No
Yes
Yes
No
No
No
3/5/2014
I’m not having fun.
I’m on task.
© 2011 David D. Nowell, Ph.D. All rights
reserved.
352

353. Increase salience

355. Use extrinsic reward
creatively
3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
355

356. Emphasize the sensory details of your
desired outcome

357. If It’s Harder than a “3” Find Some
Way to Make It Easier
easy
3/5/2014
hard
© 2011 David D. Nowell, Ph.D. All rights
reserved.
357

359. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
359

360. Assign separate due dates for smaller
parts of big projects

361. Barter Social/Practical Support
• Food prep for optimal nutrition
• Domestic organization
• Pre-tax paperwork

362. Am I having fun now?
Is this important?
Yes
Yes
Yes
No
3/5/2014
No
Yes
No
No
I’m not having fun.
I’m not on task.
© 2011 David D. Nowell, Ph.D. All rights
reserved.
362

364. MORE STRATEGIES THAT JUST
MIGHT CHANGE YOUR LIFE

367. Celebrate Boxing Day
•
•
•
•
Valentine’s Day
Memorial Day
Arbor Day
Diwali

368. Celebrate Boxing Day
• Valentine’s Day
• Earth Day
• Diwali

369. Using your phone’s navigator as a
time-management tool

383. STRATEGIC BEHAVIORAL INQUIRY

384. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
384

385. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
385

390. Objectives of SBI
• Specific behavioral strategy
• What was the feeling-goal?
• Motivational level on a scale from 1-10

391. Benefits of SBI
• Affirms the value of clients’ unique internal
experience
• Emphasizes the culture of self-regulation
• Encourages metacognition

392. Assumptions of SBI
• Everybody’s doing the best they can
• Behavior is not incomprehensible or random
• Behavior follows patterns which reveal
themselves to the curious observer free of
prejudice or blame or theory

393. How to do SBI
“How exactly did you do that?”

394. 3/5/2014
© 2011 David D. Nowell, Ph.D. All rights
reserved.
394

396. Personal Application

398. …and How Exactly
Did You Do That?

400. …and How Exactly
Did You Do That?

401. Personal Application
• What bad habit persists? And How Exactly Do
You Do That?

402. ADHD and Insight

403. Fall in Love with the Truth
• Self-monitor and collect data:
– How long does your morning routine take,
exactly?
– How much time – exactly – do you need to
complete expense forms?
– How, exactly, do you follow through on
commitments to others and not to yourself?

404. Learn from your To-Do list
• Which things are not getting completed?
• How – exactly – are these not getting
completed? How do you do that?

405. Clinical Application
• Who in your clinic or classroom is
demonstrating remarkable “resilience” –
persistence despite significant obstacles? And
how, exactly, does he/she do that?

406. Clinical Application
• Who in your clinic or classroom is
demonstrating remarkable “resilience” –
persistence despite significant obstacles? And
how, exactly, does he/she do that?
• What recurring behavioral problem is showing
up in your clinic or classroom?

407. Clinical Application
• Who in your clinic or classroom is
demonstrating remarkable “resilience” –
persistence despite significant obstacles? And
how, exactly, does he/she do that?
• What recurring behavioral problem is showing
up in your clinic or classroom?
• Note: we aren’t asking “why did you do that,”
but rather “how exactly did you do that.”

408. Living in The Gap
• Compassion
• Self-compassion

411. www.slideshare.net/dnowell

412. David D Nowell PhD
Let’s stay in touch!
 Join my e-newsletter list:
 Fill out a card today and drop it in the box.
 Sign up on my web site or Facebook page
 Visit on the web: www.DrNowell.com
@davidnowell
David Nowell Seminars

413. Notes
•
•
•
•
•
•
•
•
Add barkley 2012 to references
Add mccloskey to references
Upload to slideshare
Pack 2 paddles or marker
Pack talk points
Add moonwalking bear video to stick
Insert slide with pushpin in dictionary
Check “appendx” references in slides