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Presented by:
Medical Group

OBJECTIVES
Identify what the disorder is about.
Determine Causative Factors of

the disease
Characterize a Person with ADHD
Identify Strategies in dealing with
ADHD

Attention
Deficit
Hyperactivity
Disorder

WHAT IS ADHD?
Developmental

neuropsychiatric disorder
Begin by age 6-12 and persist
for more than 6 months
3 times more in boys

RISK FACTORS OF ADHD

Family history
Male antisocial personality disorder

or alcoholism
Female relatives with somatization
disorder
Lower socioeconomic status

RISK FACTORS OF ADHD (CONT)

Male gender
Marital or family discord
Low birth weight
Brain insult

CAUSES
Unknown
Maturational

abnormalities
in brain
Decreased
metabolism
in the
frontal lobes

CHARACTERISTICS

3 MAJOR CHARACTERISTICS

GENERAL APPEARANCE & MOTOR

BEHAVIOR
- Cannot stay still
- Dart around the room
- Conversation

topics

abruptly
- Appear immature

may

jump

MOOD & AFFECT

- Labile

(outburst

tantrums)
- Anxiety and frustrations
are common

&

SENSORIUM & INTELLECTUAL

PROCESSES
- Alert and oriented with no sensory
or perceptual alterations
(hallucinations)
- Impaired ability to concentrate
- Easily distracted

JUDGMENT & INSIGHT

- Exhibit poor judgment (does not think
before acting)
- Failure to perceive harm (being reckless)

SELF-CONCEPT
- Low self-esteem
- Unsuccessful at making friends
- Feel bad about themselves

ONSET AND CLINICAL COURSE

Beginning of Preschool or school
Continue on adolescent to adulthood
Fussy, temperamental, poor sleeping

patterns
Child is distracted on school activities
Difficulty forming positive peer
relationships

TREATMENT
Guidance by parents
Support Group
Positive Feedbacks
Therapeutic Play
Green outdoor setting

PHARMACOLOGY TREATMENT
Stimulants First Line
Methylphenidate (Ritalin)
Amphetamine compound (Adderall)
Anti-depressant Second Line
Atomoxetine (Strattera)
Fluoxetine (Prozac)

DIET
Decrease of eliminate sugar
Decrease or Eliminate Simple Carbs
Eat Fat
Eat Protein
Supplements

STRATEGIES
School
Vary the statements given as praise.
Give praise immediately
Be consistent and sincere with praise
Provide low-distraction work areas
Seat the child near a student role model
Social skills classes.

 Home
Create a quiet place.
Do best to be neat and organized
Reinforce communication

HOSPITAL SETTING/ NURSING CARE PLANS

1. Risk for Injury
a. Stop unsafe behavior.
b. Provide close supervision.
c. Give clear directions about acceptable and
unacceptable behavior.
d. Provide safe environment such as keeping
sharps away from reach.

2. Ineffective Role Performance

Give positive feedback for meeting
expectations.
Manage the environment (e.g., provide a
quiet place free of distractions for task
completion).

3. Impaired Social Interaction

a. Get childs full attention.
b. Give instructions slowly, using simple language
and concrete directions.
c. Break complex tasks into small steps.

 Allow breaks which the client can

move around.
Clearly state expectations for task
completion.
Gradually decrease reminders to
promote independence.

4. Compromised Family Coping

a. Listen to parents feelings and frustrations.
b. Include parents in planning and providing
care.
c. Refer parents to support groups.

 Teach accurate administration of

medication and possible side effects.
Inform parents that child is eligible for
special school services.