adhd – what helps linda s. grossman, md bureau director, child, adolescent and reproductive health...
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ADHD – What helps
Linda S. Grossman, MD
Bureau Director,
Child, Adolescent and Reproductive Health
Baltimore Co. Dept. of Health
ADHD – Diagnostic Criteria
Sufficient behaviors in either inattentive category and/or hyperactive/impulsive category
Symptoms for at least six months and beginning prior to age 7 years
Symptoms in multiple settings by different observers
Symptoms not better explained by another disorder
6 of 9 inattentive behaviors
Fails to give close attention to details or makes careless mistakes
Difficulty sustaining attention in tasks or play Does not seem to listen Fails to finish school work or other tasks Difficulty organizing tasks Avoids tasks requiring sustained effort Loses things Easily distracted by external stimuli Forgetful in daily activities
6 of 9 hyperactive/impulsive behaviors
Fidgets with hands or feet or squirms Leaves seat often Runs about or climbs excessively Difficulty playing quietly “Always on the go” or acts like “driven by a motor” Talks excessively Blurts out answers Difficulty awaiting turn Interrupts or intrudes on others
Other things with similar symptoms
Specific learning disabilities Mental retardation Anxiety disorders Mood disorders Oppositional defiant disorder Autism spectrum disorders Schizophrenia
More things with similar symptoms
Unreasonable expectations for age Bright but bored Sleep deprivation Worry about situational things Domestic violence (witness or victim) Endocrine disorders Chronic medical conditions Side effects of some medications
School Interventions for ADHD
Educate regarding disorder Identify specific problems youngster has and
design supports to address those needs Make use of behavior plans Point out successes and help figure out why
successful Encourage problem solving
Educate regarding disorder
Helps to know what child can control and what he can’t
Child still needs to follow rules, but modify punishment if impulsivity or distractibility was part of problem
Planned misbehavior still should be punished as for any youngster
Identify specific problems
– Attention span or easy distractibility– Organization problems– Getting started on work and/or finishing
assignments– Handwriting problems– Difficulty with assignments requiring longer answers– Problems with projects or longer term assignments
Identify specific problems
– Difficulty sitting still –squirmy– Often out of seat– Keeping hands to self– Oppositional or aggressive behaviors
Specific supports
Match to the child’s specific problems Examples of supports
– Preferential seating– Individual review of directions– Modification of assignments– Extra opportunities for breaks or movement– Extra organizational help– Assistive technology
Behavior plans
Help provide extra structure Keep number of goals small (three or less) or highlight
one goal of several to be the special focus for the week (perhaps with double points)
For the plan to work, youngster must get reward at least 75% of the time
– Modify interval at which assessed– Lower # points required to get reward or have different
rewards for different # of points– Consider end of morning and end of afternoon rewards
Point out and build on successes
Focus on successes – Gives child message that he can be successful– Easier to figure out what you did right than why you messed
up
Help youngster figure out why he was successful –– What did he do differently this time? – What did others do which helped him?
Encourage him to try to use strategy again or to advocate for himself by asking others to provide identified helpful support
Encourage problem solving
Everyone makes mistakes, key is how you go about making things right or fixing problem
Steps in problem solving– Define the problem– Generate potential solutions (wild and inappropriate are OK
here)– Evaluate potential solutions and select one to implement– Assess how solution is working – if not working, either figure
out how to adjust it so it will work or go back and pick a different solution
Other interventions
For specific learning disabilities – Carefully assess learning strengths and weaknesses– Take advantage of learning strengths– Address weaknesses with appropriate educational intervention
and supports For depression and/or anxiety
– Counseling Reframing Cognitive behavior interventions
– Possible role for medication Depression meds do not work as well in children and teens
Interventions for oppositional behaviors
Have a limited number of clear rules Enforce rules consistently and predictably Select consequences
– Immediate or as close to infraction as possible– Time limited (and preferably of relatively short
duration)– Consider using natural or logical consequences
Oppositional behaviors and conduct problems
Avoid setting the youngster up – preventing misbehavior by preventing situation which often leads
to misbehavior and/or redirecting early on is always better than letting a bad situation play itself out
Provide a way out for youngster – give him a way to save face
Give messages that you see the youngster having positive qualities
– Adult messages about character (positive or negative) are very powerful!
– Reframe into positives when possible (instead of “argumentative”, describe as “persuasive” or “a good debater”)
Organizational problems
Use of routines– School materials in box by front door or in path to door– List posted near door of what special things need on what day
(i.e. gym shoes, musical instrument, etc.) Visual reminders
– Checklists– Cues
Color coding Time lines – making sure to include time for the
unexpected glitches
Organizational problems cont.
Binder with a zipper Different color dividers (cover textbooks in
matching colors by subject) Encourage re-organization of binder either
daily or at least weekly Have a regular place to put papers taken out of
binder (in case need later)
Role for medications to treat ADHD
Stimulant medications – for school age and adolescents– Highly effective
Any particular med works for approx. 75% One of the stimulants works for approx 90%
– Good safety profile– Intermittent administration OK in terms of safety and
effectiveness
Types of stimulants
Methylphenidate family Ritalin Metadate Concerta Methylin Focalin
Dextroamphetamine family Dexedrine Adderall Vyvanse
Other med options
Atomoxetine (Strattera)– Norepinephrine re-uptake inhibitor– Not as effective as stimulants for most– Better choice for a few youngsters– Side effects similar to SSRI’s (depression meds)– Some risk of suicide ideation– Builds up in the system so must be taken daily but
can be stopped abruptly
Other med options – not FDA approved for this use
Need to be given on regular predictable schedule because of side effect issues
Alpha agonists– Clonidine– Guanfacine (Tenex)
Antidepressants– Welbutrin (not for those with seizures and bulimia)– Tricyclic antidepressants (safety margin is major problem)