Empowering Function: Cadabam's Pediatric Rehabilitation Program for ADHD

Why Cadabam’s Pediatric Rehabilitation Approach for ADHD?

Choosing a Pediatric Rehabilitation for ADHD program means investing in a comprehensive, goal-oriented approach. Cadabam’s CDC offers a distinct model designed for maximum impact:

• True Multidisciplinary Team Under One Roof : Our strength lies in our in-house team structure. Occupational Therapists (OTs), Physical Therapists (PTs), Speech-Language Pathologists (SLPs), Clinical Psychologists, Counsellors, Special Educators, and consulting Developmental Pediatricians and Child Psychiatrists collaborate seamlessly within our center. This multidisciplinary approach in pediatric rehabilitation for ADHD ensures comprehensive assessment and truly coordinated care, eliminating the fragmentation often seen when families juggle multiple independent providers.
• Integrated Therapy Model (Integrating therapies): We go beyond simply having different specialists available. Our therapists actively engage in integrating therapies within a pediatric rehabilitation plan for ADHD . This involves joint assessments, shared goal-setting sessions (often including parents), regular interdisciplinary team meetings to discuss progress and challenges, and the use of consistent strategies and language across OT, PT, Speech, and Psychology sessions.
• Unwavering Focus on Functional Outcomes : The success of our Pediatric Rehabilitation for ADHD program is measured by real-world improvements. We prioritize setting functional goals practical, meaningful targets related to self-care, school participation, play, social interaction, and community engagement – rather than focusing solely on symptom reduction in isolation.
• Specialized Expertise in ADHD and Co-Occurrences: Our therapists possess specific training and extensive experience working with children and adolescents who have ADHD. They are also skilled in addressing frequently co-occurring challenges, including the motor coordination and sensory processing issues (for sensory processing issues, see information on sensory integration therapy for ADHD) often seen alongside ADHD.
• State-of-the-Art Rehabilitation Facility : As a dedicated pediatric rehabilitation center (akin to an ADHD treatment centre), Cadabam’s CDC is equipped with specialized therapy gyms, sensory integration rooms with appropriate equipment, fine motor labs, dedicated spaces for individual and group therapy, and resources designed to facilitate engaging and effective rehabilitation activities for children and adolescents with ADHD.

Cadabam’s Pediatric Rehabilitation for ADHD program provides the expert team, integrated approach, functional focus, and specialized environment needed to help children build essential life skills and thrive.

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The Power of the Team: Multidisciplinary approach in pediatric rehabilitation for ADHD

The foundation of effective Pediatric Rehabilitation for ADHD lies in its intensive, multidisciplinary approach . ADHD impacts multiple areas of functioning, requiring input and intervention from professionals with diverse expertise working together as a cohesive unit.

Defining the Core Rehabilitation Team at Cadabam's:

Our multidisciplinary approach in pediatric rehabilitation for ADHD typically involves close collaboration among:

• Occupational Therapists (OTs):
  • Focus: Improving participation in daily "occupations" – self-care (dressing, eating, hygiene), school tasks (handwriting, organization), and play. Key players in addressing sensory processing issues in ADHD and fine motor coordination (related, see ADHD vs Developmental Coordination Disorder). They also provide crucial support for developing executive function strategies related to routines, planning, and task completion. Learn more about Occupational Therapy
• Physical Therapists (PTs) (If Motor Needs Present):
  • Focus: Primarily address gross motor skills – balance, coordination, strength, endurance, and motor planning (praxis). Essential when significant motor coordination issues , like traits of Developmental Coordination Disorder (DCD), co-occur with ADHD. They help improve participation in P.E., sports, and playground activities. Learn more about Physical Therapy
• Speech-Language Pathologists (SLPs) (If Communication Needs Present):
  • Focus: Address challenges with understanding and using language (receptive/expressive delays), processing verbal information (following directions), social communication skills (pragmatics – understanding conversational rules, non-verbal cues), and articulation if needed. Crucial when language difficulties contribute to apparent inattention or social struggles. Learn more about Speech-Language Pathology
• Clinical Psychologists / Counsellors:
  • Focus: Provide behavioural interventions (often Parent Management Training), teach coping skills for emotional regulation and frustration tolerance, address co-occurring anxiety or low self-esteem, conduct psychological assessments, and support overall mental well-being. Explore Psychology/Counselling / Behavioural Therapy
• Supporting Team Members (as needed):
  • Developmental Pediatrician / Child Psychiatrist: Provide medical oversight, diagnostic clarification, medication management if applicable, and contribute to overall treatment planning.
  • Special Educators: Offer expertise in academic strategies, learning support, and collaboration with the child's school.

The Collaborative Process:

• Integrated Assessment: Team members conduct discipline-specific assessments (see general assessment for ADHD) but share findings to create a holistic understanding of the child's strengths and challenges.
• Shared Goal Setting: The team, crucially involving the parents/caregivers and child (age-appropriately), collaborates to establish overarching functional goals that guide all therapeutic interventions.
• Regular Communication: Team meetings, shared documentation, and informal consultations ensure everyone is aligned and aware of progress and setbacks across disciplines.

The Synergy Effect: This multidisciplinary approach in pediatric rehabilitation for ADHD allows for synergy. An OT working on organizational strategies might use language cues reinforced by the SLP. A PT working on balance might incorporate self-regulation techniques taught by the psychologist. This integration ensures skills are generalized and reinforced, leading to more robust and lasting functional improvements than isolated therapy approaches can typically achieve.

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Making a Real Difference: Functional goals of pediatric rehabilitation programs for ADHD

A defining feature of true Pediatric Rehabilitation for ADHD is its relentless focus on achieving meaningful, real-world outcomes through setting clear functional goals . Unlike goals that might target symptom reduction in isolation (e.g., "decrease hyperactivity"), functional goals target the impact of ADHD on a child's ability to participate successfully in their daily life.

What are Functional Goals? Functional goals in our pediatric rehabilitation programs for ADHD are:

• Specific: Clearly defined actions or skills.
• Measurable: Progress can be objectively tracked.
• Achievable: Realistic given the child's abilities and the intervention timeframe.
• Relevant: Directly related to improving participation in meaningful daily activities (home, school, community).
• Time-bound: Have a target timeframe for achievement or review.

Examples of Functional Goals Targeted in Pediatric Rehabilitation for ADHD:

Across Daily Living / Self-Care Domains:

• Goal: Child will independently follow their visual morning routine checklist (e.g., get dressed, brush teeth, pack backpack) 4 out of 5 school mornings within 3 months. (Targets: Executive function - planning, sequencing, task initiation; Independence).
• Goal: Child will sit and participate in family dinner for 15 minutes without leaving the table, using learned coping strategies for restlessness, 3 times per week within 2 months. (Targets: Self-regulation, impulse control, social participation).
• Goal: Child will manage their own belongings (put coat/shoes away, keep room reasonably tidy) with only one verbal reminder per day within 4 months. (Targets: Organization, responsibility).

Across School Domains:

• Goal: Child will complete and turn in 80% of assigned homework independently using organizational strategies practiced in OT within one grading period. (Targets: Executive function - organization, task completion; Academic participation).
• Goal: Child will raise their hand and wait to be called on before speaking during class discussions 75% of the time, as tracked by teacher, within 6 weeks. (Targets: Impulse control, classroom participation).
• Goal: Child will produce legible handwriting for short written assignments using strategies learned in OT, reducing teacher complaints about readability, by the end of the semester. (Targets: Fine motor skills, motor coordination) Academic output).

Across Play and Social Domains:

• Goal: Child will successfully take turns during a structured board game with a peer for 3 consecutive turns with minimal prompting within 1 month. (Targets: Impulse control, social skills, play participation).
• Goal: Child will use learned strategies to stay calm and manage frustration (e.g., take deep breaths) instead of hitting or yelling when losing a game 2 out of 3 times within 8 weeks. (Targets: Emotional regulation, social interaction).
• Goal: Child will navigate playground equipment (e.g., climbing structure, swings) safely and with improved coordination, reducing falls or near-misses, as observed during PT sessions, within 3 months. (Targets: Gross motor coordination safety, play participation).

Setting and working towards these specific functional goals ensures that the efforts within the Pediatric Rehabilitation for ADHD program translate directly into improved independence, confidence, and participation in the child's everyday world.

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Addressing Common Co-Occurrences: Role of pediatric rehab in addressing motor coordination and sensory processing issues in ADHD

ADHD often doesn't travel alone. Many children diagnosed with ADHD also experience significant challenges with motor coordination and sensory processing issues (compare with ADHD vs Sensory Processing Disorder), which can further impact their daily functioning and participation. The integrated role of pediatric rehab is uniquely suited to address these complex, overlapping needs.

The Frequent Link: ADHD, Motor Skills, and Sensory Processing:

• Motor Coordination Issues (DCD Traits): A high percentage of children with ADHD exhibit difficulties with gross motor skills (balance, running, catching a ball) and/or fine motor skills (handwriting, using utensils, tying shoes), sometimes meeting criteria for Developmental Coordination Disorder (DCD). These can lead to frustration, avoidance of physical activities or academic tasks, and impact self-esteem.
• Sensory Processing Disorder (SPD) Traits: Many children with ADHD also show differences in how their nervous system receives, organizes, and responds to sensory input (touch, sound, sight, movement, smell, taste). This can manifest as:
  • Sensory Seeking: Constant need for movement, crashing, deep pressure.
  • Sensory Sensitivity/Over-Responsivity: Extreme reactions to loud noises, certain textures (clothing, food), bright lights.
  • Under-Responsivity: Seeming unaware of sensory input, low energy levels.
  • Poor Sensory Discrimination: Difficulty telling subtle differences in sensory information. These sensory differences significantly impact attention, emotional regulation, behaviour, and tolerance for different environments.

The Role of Pediatric Rehab in Assessing and Addressing These Issues :

Our Pediatric Rehabilitation for ADHD program explicitly incorporates assessment and intervention for these common co-occurrences, primarily through Occupational Therapy (OT) and Physical Therapy (PT):

Addressing Motor Coordination Issues (Often OT & PT):

• Comprehensive Assessment: Utilizing standardized motor skills assessments (e.g., BOT-2, MABC-2), clinical observations of functional tasks (running, jumping, handwriting, dressing), and parent/teacher reports.
• Targeted Interventions:
  • PT: Focuses on improving balance, strength, endurance, gait, coordination for sports and playground skills through therapeutic exercises, obstacle courses, balance beams, ball skills practice.
  • OT: Focuses on fine motor dexterity (manipulating small objects, scissor skills, typing), visual-motor integration (copying shapes/letters), handwriting remediation (grip, formation, spacing using programs like Handwriting Without Tears®), bilateral coordination (using both hands together), and motor planning (learning new motor tasks).
• Functional Goal Focus : Interventions aim to improve participation in P.E., sports, handwriting legibility for school, ability to engage in age-appropriate crafts and games.

Addressing Sensory Processing Issues (Often OT using an SI Approach):

• Comprehensive Assessment: Utilizing standardized questionnaires (e.g., Sensory Profile 2), clinical observations of responses to various sensory inputs, and detailed parent interviews to understand the child's unique sensory patterns.
• Targeted Interventions:
  • Sensory Integration (SI) Therapy: Using specialized equipment (swings, therapy balls, tactile bins, weighted items – used therapeutically and judiciously) within a structured play context to provide specific sensory experiences that help the child's nervous system better organize and respond to input.
  • Sensory Diets: Collaboratively developing individualized plans of sensory activities embedded into the child's daily routines (at home and school) to help maintain optimal arousal levels for attention and regulation (e.g., movement breaks, quiet corners, heavy work tasks).
  • Environmental Modifications: Recommending changes to the home or classroom environment to reduce overwhelming sensory input or provide needed input (e.g., preferential seating, lighting adjustments, fidget tools used appropriately).
  • Self-Regulation Strategies: Teaching the child to recognize their own sensory needs and use appropriate strategies to manage arousal levels (e.g., "engine speeds," calming techniques).
• Functional Goal Focus : Interventions aim to improve attention in class, reduce sensory-driven behaviours (seeking/avoiding), increase tolerance for varied environments (assemblies, cafeterias), improve participation in messy play or diverse food textures, and enhance emotional regulation.

The multidisciplinary approach of pediatric rehabilitation ensures these critical sensory and motor components are expertly assessed and integrated into the overall treatment plan, maximizing functional gains for children with ADHD.

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Working in Harmony: Integrating therapies (OT, PT, Speech) within a pediatric rehabilitation plan for ADHD

The true power of Pediatric Rehabilitation for ADHD lies not just in having multiple therapists available, but in actively integrating therapies (OT, PT, Speech) (see also our general therapeutic approaches for ADHD) along with psychology/behavioural support into a unified, cohesive plan.

Integration: More Than Just Co-Location: Providing OT, PT, and SLP services in the same building is convenient, but true integration involves intentional collaboration and shared strategy. At Cadabam's CDC, integrating therapies means:

• Shared Understanding: All team members understand the child's complete profile, including diagnoses, strengths, challenges, and overarching functional goals .
• Consistent Approach: Therapists use similar language, cues, behavioural management strategies, and reinforcement systems to avoid confusing the child and to ensure skills generalize across settings.
• Cross-Disciplinary Reinforcement: Skills worked on in one therapy are often supported and reinforced in another.

Mechanisms for Integrating Therapies in Our Rehab Plan:

1. Initial Multidisciplinary Evaluation & Goal Setting: Key therapists (e.g., OT, SLP, Psych) conduct assessments around the same timeframe and then meet together (often with parents) to share findings and collaboratively develop integrated, functional goals . A goal like "Improve participation in classroom group activities" might have OT components (sensory regulation, fine motor for crafts), SLP components (social communication, following group directions), and Psychology components (impulse control, coping with frustration, see also behavioural therapy for ADHD).
2. Regular Interdisciplinary Team Meetings: The core rehab team meets routinely (e.g., weekly or bi-weekly) to discuss each child's progress towards shared goals, troubleshoot challenges encountered in different therapy sessions, adjust strategies as needed, and coordinate upcoming interventions.
3. Shared Documentation and Communication: Therapists utilize shared electronic records or communication logs to document progress, share observations, and ensure seamless information flow within the team (while adhering to confidentiality protocols).
4. Consistent Strategy Implementation: Strategies developed in one discipline are shared and incorporated by others. For example:
   • An OT's sensory diet activity (e.g., wall pushes for proprioceptive input) might be incorporated by the SLP before a challenging language task to improve regulation and focus.
   • An SLP's visual cue for waiting to speak might be used by the OT during a fine motor game.
   • A psychologist's recommended behavioral reward system might be implemented consistently across all therapy sessions.
5. Joint Therapy Sessions (When Clinically Indicated): Sometimes, two therapists may work with the child simultaneously to directly address goals requiring integrated skills (e.g., an OT and SLP co-treating during a structured playgroup to address sensory regulation and social communication within the same activity).

Benefits of This Integrated Approach: This commitment to integrating therapies (OT, PT, Speech) within the pediatric rehabilitation plan for ADHD leads to:

• A more holistic understanding and treatment of the child.
• Faster generalization of skills to different environments.
• Reduced confusion for the child and family.
• More efficient use of therapy time.
• Potentially better long-term functional outcomes.

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The Cadabam's Rehab Environment: A Pediatric rehabilitation center offering comprehensive ADHD support

Cadabam’s Child Development Center is designed as a leading pediatric rehabilitation center offering comprehensive ADHD support (explore our services for ADHD), providing not just expert therapists, but also the structured environment and resources necessary for an effective Pediatric Rehabilitation for ADHD program.

Our Program Structure:

• Individualized Intensity: Programs are tailored but often involve a schedule combining multiple therapy disciplines (OT, PT, SLP, Psychology) multiple times per week. This allows for intensive skill-building and consistent reinforcement.
• Structured Sessions: Therapy sessions are structured yet engaging, designed to target specific functional goals using evidence-based techniques.
• Integrated Scheduling: We coordinate appointments to make it manageable for families accessing multiple services within our multidisciplinary approach .
• Focus on Generalization: Therapists actively work on helping children apply skills learned in the clinic to home and school settings, often involving parent training and communication with educators.

Our Facility Features: Our pediatric rehabilitation center (similar to an ADHD treatment centre) is equipped with specialized spaces designed to meet the unique needs of children with ADHD and related challenges:

• Sensory Integration (SI) Gyms: Equipped with therapeutic swings, climbing structures, crash pads, ball pits, tactile bins, and other specialized equipment used by OTs to provide controlled sensory input for addressing sensory processing issues (compare ADHD vs Sensory Processing Disorder).
• Gross Motor Areas: Open spaces and equipment (balance beams, therapy balls, mats, small trampolines) utilized by PTs and OTs for activities targeting balance, coordination, strength, and motor planning (motor coordination).
• Fine Motor / Tabletop Activity Rooms: Dedicated areas with appropriate seating, tables, and a wide array of manipulatives, games, craft supplies, and handwriting tools used by OTs for fine motor skill development.
• Speech and Language Therapy Rooms: Quiet, well-lit spaces conducive to individual or small group sessions focusing on communication, language processing, and social skills, equipped with relevant games, books, and materials used by SLPs.
• Individual Counselling/Psychology Rooms: Private, comfortable spaces for one-on-one therapy sessions focusing on behaviour, emotions, and coping skills.
• (Potential: Group Therapy Spaces): Rooms suitable for small group sessions targeting social skills or executive function strategies.

Emphasis on Family Involvement: We view parents and caregivers as essential members of the rehabilitation team. Our program emphasizes:

• Active participation in goal setting.
• Opportunities for parents to observe or participate in therapy sessions (as appropriate).
• Extensive parent training and coaching on implementing strategies at home.
• Open and regular communication between the therapy team and the family.

Choosing Cadabam's means accessing Pediatric Rehabilitation for ADHD within a supportive, well-equipped, and purposefully designed pediatric rehabilitation center.

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The Pediatric Rehabilitation Journey for ADHD at Cadabam's

Initiating and participating in our Pediatric Rehabilitation for ADHD program follows a structured, collaborative pathway:

1. Step 1: Inquiry and Intake:
   • Contact Cadabam’s CDC expressing interest in the comprehensive Pediatric Rehabilitation Program for ADHD.
   • Our intake coordinators will discuss your child's needs, gather preliminary history, explain the program structure, and determine if a multidisciplinary evaluation is the appropriate next step.
2. Step 2: Multidisciplinary Evaluation:
   • Your child will undergo comprehensive assessments conducted by the relevant members of the core rehabilitation team (typically OT, SLP, Psychology, and PT if motor concerns are present).
   • These evaluations utilize standardized tests, clinical observations, and parent/teacher questionnaires to assess cognitive, behavioral, sensory, motor, language, and adaptive functioning, creating a holistic profile.
3. Step 3: Team Conference and Functional Goal Setting :
   • The assessment team meets (often including parents/caregivers) to integrate findings from each discipline.
   • Together, specific, measurable, achievable, relevant, and time-bound (SMART) functional goals are established, focusing on improving the child's participation in key life activities.
4. Step 4: Intervention Phase (Integrating Therapies):
   • Based on the Ggoals, an individualized rehabilitation plan is implemented, outlining the frequency, duration, and type of therapies needed (e.g., 2x weekly OT, 1x weekly SLP, 1x bi-weekly Psychology/Parent Training).
   • Therapists begin working towards the established goals using evidence-based techniques within their scope, ensuring strategies are integrated across disciplines.
5. Step 5: Progress Monitoring and Plan Review:
   • The rehabilitation team meets regularly to review the child's progress towards their functional goals.
   • Formal progress reviews (e.g., every 3-6 months) are held with the family to discuss achievements, ongoing challenges, and make necessary adjustments to the therapy plan or goals. Data from therapy sessions and parent/teacher reports inform these reviews.
6. Step 6: Discharge and Transition Planning:
   • As the child achieves their goals or reaches a plateau requiring a different level of care, the team works with the family to plan for transition.
   • This may involve stepping down the intensity of therapy, transitioning to less frequent maintenance sessions, or discharging from the formal program with a comprehensive home/school program and recommendations for ongoing support.

This structured journey ensures that Pediatric Rehabilitation for ADHD at Cadabam’s is goal-directed, progress-driven, and collaborative.

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Meet Your Pediatric Rehabilitation Team Leaders

The success of our Pediatric Rehabilitation for ADHD program relies on the expertise and collaborative spirit of our dedicated team leaders and therapists:

• Key Professionals Steering the Program:
  • Lead Occupational Therapists (OTR/L): Often with advanced certifications (e.g., Sensory Integration - SI certification) and extensive experience in addressing fine motor skills, sensory processing issues , executive function strategies, and ADLs in children with ADHD.
  • Lead Physical Therapists (DPT or equivalent): Bringing expertise in assessing and treating gross motor coordination deficits , balance issues, and strength/endurance challenges common in children with ADHD, particularly those with DCD traits.
  • Lead Speech-Language Pathologists (CCC-SLP): Specializing in pediatric communication disorders, including receptive/expressive language delays, social communication (pragmatic) difficulties, and language processing challenges that impact learning and interaction for children with ADHD.
  • Lead Clinical Psychologists (PhD/PsyD): Overseeing behavioral interventions, parent training programs, emotional regulation skill-building, and psychological assessment components within the rehab model.
  • (May include: Program Coordinator/Manager): Overseeing the logistical aspects, team communication, and overall flow of the rehabilitation program.
• Team Commitment: All team members are committed to the principles of multidisciplinary approach , focusing on functional goals , and integrating therapies for comprehensive care.

(Placeholder: Insert brief bios or links to bios of specific Lead Therapists/Coordinators involved in the Pediatric Rehab program, highlighting relevant experience and certifications).

Expert Insights – The Rehabilitation Team Perspective:

• Quote 1 (Cadabam's Lead Occupational Therapist): "In Pediatric Rehabilitation for ADHD, our multidisciplinary approach is critical. I might work on sensory regulation strategies to improve attention, while the SLP works on following directions, targeting shared functional goals like classroom participation. We also heavily address underlying sensory processing and motor coordination issues ."
• Quote 2 (Cadabam's Rehab Program Coordinator): "What makes our program effective is truly integrating therapies . It's the constant communication and shared strategy development between OT, PT, Speech, and Psychology that helps skills generalize faster. We function as a unit within our pediatric rehabilitation center (an ADHD treatment centre)."
• Quote 3 (Cadabam's Lead Physical Therapist): "Many kids with ADHD struggle with coordination, impacting sports and play. Our PT component within the rehab program sets specific functional goals related to balance, agility, and strength, directly addressing the motor coordination challenges to boost confidence and participation."

Our expert team collaborates to provide tailored and effective Pediatric Rehabilitation for ADHD.

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Success in Function: Rehab Stories

The impact of Pediatric Rehabilitation for ADHD is best seen in the real-world functional improvements children make. These anonymized scenarios illustrate the power of the integrated, team-based approach:

• Scenario 1: From Clumsy to Confident :
  • Challenge: 9-year-old Arjun had ADHD and significant motor coordination issues (DCD traits), leading to messy handwriting, difficulty with P.E., and low confidence in physical activities.
  • Rehab Approach: The integrated OT/PT plan focused on functional goals like improving handwriting legibility and participating successfully in catching games. OT addressed fine motor skills and visual-motor integration, while PT worked on balance, coordination, and ball skills. Consistent strategies were used across sessions.
  • Outcome: Arjun's handwriting became readable, he could participate more actively in sports without constant frustration, and his overall confidence soared.
• Scenario 2: Navigating Sensory Overload & Social Cues :
  • Challenge: 7-year-old Priya, with ADHD and notable sensory processing issues (sound sensitivity, tactile defensiveness), struggled in group play, often becoming overwhelmed or misreading social cues.
  • Rehab Approach: Integrated OT and SLP sessions were key. OT worked on sensory modulation strategies (using a sensory diet , practicing coping skills for loud environments) while SLP focused on social communication skills (interpreting tone, joining conversations, turn-taking) within structured, sensory-managed play scenarios. The multidisciplinary team ensured consistent language.
  • Outcome: Priya learned to better manage noisy environments using her strategies and showed marked improvement in initiating and maintaining interactions with peers during structured activities.
• Scenario 3: Streamlining Morning Mayhem :
  • Challenge: 6-year-old Rohan's mornings were chaotic due to ADHD-related difficulties with sequencing, task initiation, and emotional regulation, causing significant family stress.
  • Rehab Approach: The multidisciplinary team (Psychology for parent training on behavioural strategies, OT for creating visual schedules and organizational systems) established a shared functional goal of independent morning routine completion. Psyc coached parents on positive reinforcement, while OT broke down tasks and created visual aids.
  • Outcome: With consistent implementation of integrated strategies, Rohan learned to follow his routine with significantly fewer prompts and meltdowns, leading to calmer mornings for the entire family.
• Scenario 4: Thriving in the Classroom :
  • Challenge: 10-year-old Lisa struggled to sit still, complete work, and organize her materials in her mainstream classroom despite medication for ADHD.
  • Rehab Approach: The comprehensive program at Cadabam's pediatric rehabilitation center involved OT (sensory strategies for movement needs, desk organization), Psychology (self-monitoring skills for attention), and communication with the school (facilitated by the team) to implement consistent strategies.
  • Outcome: Lisa showed improved ability to stay focused for longer periods, keep her workspace organized, and complete assignments, enhancing her overall classroom participation and success.

These stories demonstrate how the integrated, functional approach of Pediatric Rehabilitation for ADHD leads to meaningful, practical improvements in children's lives.