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20 Cards in this Set
- Front
- Back
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ADHD
DEFINE |
a neuro biological disability with the essential freature is a persistent pattern of inattention and/or hyperactivity than is more common than gernerally observed in children of the same age
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ADHD
When is it often diagnosed |
when the child starts preschool or school althogh it may be evident starting in infancy. can present into adulthood. early detect essential
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ADHD
who must evaluate the child |
a qualified specialist to avoid over diagnosis
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ADHD
criteria for diagnose |
NO physical test
must meet the DSM IV TR criteria requires evidence obtained from parents regarding core symptoms rq's evidence obtained from teacher/other school prof regarding core symptoms |
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ADHD
what do you evaluate with the parent |
the history
interview with both child and parent to r/o psychiatric/environmetnal causes |
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ADHD
evaluation school |
documetns specific elements of inattention, hyperactivity and impulsivity and impact on school function. uses standard rating scales/narratives/school work/previous testing
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ADHD
evaluation of the child |
a physical
a neurological exam a neurodevelopmental eval mental status exam |
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DSM IV TR CRITERIA SUB-TYPE 1
Inattentive type/ requirement |
6+ out of 9 symotoms that have lasted for at least 6mo to a degree that is maladaptive and inconsistent with developmental level of the child
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DSM IV TR CRITERIA SUB-TYPE 1
Inattentive type/ symptoms |
1 often misses details, makes careless mistake
2. often has difficulty sustaining attention 3. often dosen't seem to listen 4. often does not follow through on chores or homework 5.often has difficulty w/org 6.often avoids tasks requireing mental effort 7. often loses necessary things 8. often easily distracted by other stimuli 9. Often forgetful in daily activites |
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DSM IV TR CRITERIA SUB-TYPE 2
Impulsivity type/ requirement |
6 or more symptoms that have persisted for at least 6mo to a degree that is maladaptive and inconsistent with developmental level
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DSM IV TR CRITERIA SUB-TYPE 2
Impulsivity/hyperactiviy symptoms |
1. often figits and squirms
2. often leaves seat 3. often runs or climbs excessively 4. often can't play quietly 5. often always on the go;driven 6. often talks excessively 7. often blurts out answers before question completed 8. often has difficulty waiting a turn 9. often interrupts others (butts into conversations or games) |
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DSM IV CRITERIA FOR BOTH SUB-TYPES
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symptoms that caused impairment have been present before age 7
some impairement from the symptoms is present in 2 or more setting clear evidence of clinically significatn impairment in social, academic or work functioning |
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ADHD Etiology
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no definitve cause;
biological, genetic, biochemical theory, prenatal, perinatal, environmental factors, psychosocial factors cause is MULTIFACTORAL |
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ADHD
MED MANAGEMENT |
stimulant drugs are used ie
ritalin concera dexedrine/dexedrine sr cylert |
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COMMON SIDE EFFECTS OF ADHD MEDS
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insomnia
loss of appetiti weight loss or failure to gain weight cylert can cause liver damage, last resort |
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MEDICATION AND BEHAVIORAL STRATEGIES
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both meds and behavioral strategies are needed. behavioral strategies are needed components in home and school ex; provide rewards and consequences of behavior, giving consistent praise, using timeout, verbal reprmands, point system for + and - behavior
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Nursing process
Assessment |
gathers info from parents, child, teachers as well as direct observation
history general appearence and motor behavior mood and affect/may be labile intellectual/attention judgement/insight self concept roles and relationships physiologic / self care |
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Nursing DX
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risk for injury
ineffective role performance impaired social interaction compromised family coping |
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nursing process/ interventions
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ensuring safety always a TOP priority
simplifying instructions promoting structure promoting family education and support LOTS OF REINFORCEMENT |
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NURSING PROCESS/ EVALUATION
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SUCCESSFULLY completes tasks
demonstates acceptable social skills participation in educational settings ability to complete taks w/reminders successful interactions with family and peers, verbalize positive statements of self complete tasks individually |
