ADHD

Group 5 week 14

Topic ADHD

NU-664C-02-23PCS3 FamilyPsychiatric Ment.Hlth I

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5. Week 7 Get Started: Group-Facilitated Discussion Board Instructions

Week 7 Get Started: Group-Facilitated Discussion Board Instructions

To do: Make forum posts: 1

Value: No grade this week; 100 points when submitted

Due: Week 8, Day 7

Overview

The purpose of this assignment is for student groups to demonstrate the ability to collaborate, design, and create a group-facilitated discussion plan. Once the plan is complete, each group will use their plan to teach fellow classmates about the group’s presentation topic.

Step 1: Groups

Check the roster or course announcements for your randomly chosen group number and specific presentation topic. The assigned presentation weeks for your groups are noted below.

Each group member should read the details of this assignment and be prepared to work with the group to complete the group-facilitated discussion plan.

Presentation Weeks: The weekly topics and presentation weeks are:

• Group 1: Week 10 – Depression and Somatization Disorders
• Group 2: Week 11 – Anxiety Disorders
• Group 3: Week 12 – Mood Disorders (Bipolar Spectrum)
• Group 4: Week 13 – Psychotic Disorders
• Group 5: Week 14 – ADHD

Step 2: Connect

Connect with your group in the appropriate group thread in this discussion forum. Each group is more than welcome to continue using this discussion forum for the entire assignment.

During the initial meeting, determine the best way to proceed with this assignment as a group. Determine how often you will meet, the responsibilities of each group member, and on which meeting tool you would like to use if not this Discussion forum. (for example, Google Hangouts, Zoom, etc.).

Step 3: Create the group-facilitated discussion plan.

• Remember that the group-facilitated discussion plan topic needs to be based on the child and adolescent populations.
• This plan will be used during the topic discussion week and should elicit a thought-provoking discussion for your classmates.
• Each member of the group is to explore and locate several resources regarding the group topic for the group members to review.
• Once all resources have been reviewed by the group, the group will determine which resources, (a minimum of four resources (literature reviewed articles, videos, and the like) will be included as a part of you’re the group-facilitated discussion plan. These resources are needed to provide content for you’re the peers to review as a part of their participation in the discussion.
• As a group, determine the details you want to present to your peers.
• Once the resources have been reviewed and decided upon within the group, four teaching/learning discussion prompts should be created for fellow classmates to answer during their participation in the discussion.
• Make sure each group member shares about the same workload.
• Your plan should include the following:

1. A summarized overview of the topic.
2. At least four resources that you will be asking your classmates to review.
3. Four discussion prompts you plan to use to facilitate the discussion.
4. Any resources that you used in preparing your discussion prompts.
5. Remember to use APA format.

Step 4: Submit the group-facilitated discussion plan for grading in Week 8.

• Each student will upload the plan to the Week 8 Assignment 2: Group-Facilitated Discussion Plan Submission. Your faculty will provide group feedback for your review. Your group may be required to make revisions and resubmit. If revisions are needed, it will be noted in the grading rubric.

For ideas on how to structure your discussion, including resources to help your classmates learn, please review this sample discussion prompt: Example of a Good Group Facilitated Discussion (PDF). Note: This sample provides you with guidance on structure, not on content!

Step 5: Group-Facilitated Discussion Presentation Week

• On Day 1 of your selected topic facilitation week, one member of your group will be responsible for posting the following:
  • The presentation of your topic for your classmates to read.
  • Three to four discussion prompts for your classmates to answer. (Example: Please respond to the following questions.)
  • The resources you want your classmates to review.
  • Any instructions that will help your classmates understand what to do for your facilitated discussion.
• During your group-facilitation week, each and every member of your group is to participate in the facilitation of the discussion. This means you are responsible for responding to each classmate’s initial discussion prompt post, making certain that everyone is engaged, questions are being answered, and the discussion is expanding.

Grading of Facilitation Group Work

• Your group will be graded on your facilitation of the discussion, your preparedness for the week, and your responses to your classmates’ posts.

Grading for Non-Facilitating Students

All students who are not facilitating the discussion are responsible for and will be graded on the following:

• Reviewing the discussion materials.
• Responding to the facilitating group discussion prompts.
• Commenting on two additional peers’ posts to create interesting dialog. Your responses should be in-depth and include evidence-based references.G  

 

This is week 14 Group 5 post. I’m responding to their post

 

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Week 14: Group-Facilitated Discussion 1 – Group 5

Week 14: Group-Facilitated Discussion 1 – Group 5

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Week 14: Group-Facilitated Discussion 1 – Group 5

by Devashish Rattan – Tuesday, 24 January 2023, 4:16 AM

Number of replies: 3

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In reply to Devashish Rattan

Re: Week 14: Group-Facilitated Discussion 1 – Group 5

by Hannah McKearney – Sunday, 30 July 2023, 8:06 PM

 

Welcome to Week 14! This week we will be discussing Attention-Deficit Hyperactivity Disorder (ADHD) in the pediatric population. In addition to this week’s assigned readings, please review the chart and resources below and respond to 3 or more discussion prompts.

Overview:

 

ADHD Symptoms:  DSM-5 Diagnostic Criteria

Inattentive Symptoms

 

Hyperactivity Symptoms

 

Hyperactivity& Impulsivity

(Combined Type) Symptoms

Impulsivity Symptoms

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities

Often fidgets with or taps hands or feet or squirms in seat.

Often blurts out an answer before a question has been completed

Often has difficulty sustaining attention in tasks or play activities

Often has difficulty sustaining attention in tasks or play activities

Often leaves seat in situations when remaining seated is expected

Often has trouble waiting his/her turn

Often does not seem to listen when spoken to directly

Often does not seem to listen when spoken to directly

Often runs about or climbs in situations where it is inappropriate

Often interrupts or intrudes on others

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace

Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace

Often unable to play or take part in leisure activities quietly

 

Often has difficulty organizing tasks and activities

Often loses things necessary for tasks or activities

Is often “on the go” acting as if “driven by a motor”

 

Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

Is often easily distracted by extraneous stimuli

 

Often talks excessively

 

 

Often loses things necessary for tasks or activities

 

 

 

Is often easily distracted by extraneous stimuli

 

 

 

Is often forgetful in daily activities

 

 

 

 

For children and teens up to age 17, the diagnostic criteria for ADHD require having six specific symptoms, and for teens 17 and older and adults- five specific symptoms for at least six months that interfere with play, social life, school, and/or work (Black & Grant, 2014). Several symptoms should have appeared before age 12, be present in more than one situation (such as at home and at school or work) and not be the result of a different mental health disorder (Black & Grant, 2014).

There are a variety of assessment tools that can be used to evaluate inattentive or hyperactive symptoms presented by children and adolescents. These tools can be useful in differentiating ADHD from cognitive or learning disorders and help guide the course of treatment (Gamvrouli & Triantafyllou, 2021). Many of these assessment tools are convenient and reliable with most being less than 20 questions in length. If the child is too young to answer the questions on their own behalf, they can be filled out by parents, caregivers, or teachers and answered relating to the child’s behavior over the past six months (Colorado Pediatric Psychiatry, 2020). Some of the most notable assessment tools include the ADHD Rating Scale-IV which comes in multiple formats- the preschool version for children ages 3 to 5 years and the standard version to children ages 5 to 18 years, the Vanderbilt Assessment Scale for children ages 6 to 12 years, and the Conners’ Abbreviated Symptom Questionnaire for children ages 6 to 18.

Medical treatment for ADHD will be determined by the age and severity of functional disturbance the child is experiencing (NICE, 2019; Wolraich et al., 2019). Methylphenidate is the first line pharmacological treatment for patients over 4 years old experiencing moderate-to-severe functional disturbance (Wolraich et al., 2019). Methylphenidate is FDA approved for pediatric use beginning at 6 years old (Stahl, 2018). Methylphenidate comes in long and short acting formulas. Additionally, there are evidence-based studies suggesting nutritional supplements can be used for treatment of ADHD. Omega -3 fatty acids, polyunsaturated fatty acids, zinc, magnesium, and Gingko biloba/l have been listed as non-pharmacological remedies to treat ADHD (Bloch & Mulqueen, 2014).

Psychosocial interventions such as parent training in behavior management (PTBM) are preferred as initial intervention for preschool children with ADHD and are an adjunctive therapy for school-aged children and adolescents. PTBM teaches behavioral management techniques tailored to children/adolescents with ADHD (Krull & Chan, 2023). Cognitive Behavioral Therapy (CBT) can be used for teaching strategies to parents and educators of preschool and young school children for reducing ADHD behaviors; older children and adolescents can be trained directly on social skills, planning and organizational skills, and self-management techniques using the principles of CBT (Drechsler et al., 2020).

Resources:

ADHD Rating Scale-IV (Preschool Version): https://elmtreeclinic.ca/handouts/ADHD/Preschool%20ADHD%20questionnaire.pdf

ADHD Rating Scale-IV: https://www.waynebehavioral-nj.com/wp-content/uploads/sites/123/2018/09/Child-ADHD-self-report1.pdf

NICHQ Vanderbilt Assessment Scales: https://nichq.org/sites/default/files/resource-file/NICHQ-Vanderbilt-Assessment-Scales.pdf

National Institute for Health and Care Excellence. (2019). Attention deficit hyperactivity disorder: Diagnosis and management: Guidance. NICE. https://www.nice.org.uk/guidance/ng87/resources/attention-deficit-hyperactivity-disorder-diagnosis-and-management-pdf-1837699732933

Attention deficit hyperactivity disorder in children and adolescents: Overview of treatment and prognosis: https://www-uptodate-com.regiscollege.idm.oclc.org/contents/attention-deficit-hyperactivity-disorder-in-children-and-adolescents-overview-of-treatment-and-prognosis?search=ADHD%20Rating%20Scale%20IV%20&source=search_result&selectedTitle=5~150&usage_type=default&display_rank=5

ADHD: Current Concepts and Treatments in Children and Adolescents:  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7508636/

Discussion Prompts:

1)      What are the three subtypes (presentations) of ADHD?  What is the age cutoff for symptomology presentation?

2)      Do you foresee any of these assessment tools being useful in your future practice as a PMHNP? If so, which ones?

3)      What is the earliest age methylphenidate is FDA-approved to treat ADHD?

4)      What are some tips that you would provide for caregivers/teachers about behavioral interventions and environmental changes aimed to regulate the behavior of children with ADHD?

References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

Black, D.W. and Grant, J.E. (2014). DSM-5 guidebook: The essential companion to the diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing Inc.

Bloch, M. H., & Mulqueen, J. (2014, October). Nutritional supplements for the treatment of ADHD. Child and Adolescent Psychiatric Clinics of North America. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4170184/

Cabral, M. D. I., Liu, S., & Soares, N. (2020). Attention-deficit/hyperactivity disorder: diagnostic criteria, epidemiology, risk factors and evaluation in youth. Translational Pediatrics, 9(Suppl 1), S104–S113. https://doi.org/10.21037/tp.2019.09.08

Colorado Pediatric Psychiatry Consultation & Access Program. (2020). Screening and assessment tools for the pediatric practice. https://www.coppcap.org/screening-tools

Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: Current concepts and treatments in children and adolescents. Neuropediatrics, 51(05), 315–335. https://doi.org/10.1055/s-0040-1701658

Gamvrouli, M. & Triantafyllou, C. (2021). Evaluation tools of the characteristics of attention deficit and hyperactivity disorder (ADHD) in children and adolescents: A literature review. National Library of Medicine. https://doi.org/10.22365/jpsych.2021.034

Krull, K. R., & Chan, E. (2023). Attention deficit hyperactivity disorder in children and adolescents: Overview of treatment and prognosis. UpToDate. https://www-uptodate-com.regiscollege.idm.oclc.org/contents/attention-deficit-hyperactivity-disorder-in-children-and-adolescents-overview-of-treatment-and-prognosis?search=ADHD%20Rating%20Scale%20IV%20&source=search_result&selectedTitle=5~150&usage_type=default&display_rank=5

National Institute for Health and Care Excellence. (2019). Attention deficit hyperactivity disorder: Diagnosis and management. Guidance: NICE. https://www.nice.org.uk/guidance/ng87/resources/attention-deficit-hyperactivity-disorder-diagnosis-and-management-pdf-1837699732933

Stahl, S. M. (2018). Prescriber’s Guide, Children and Adolescents Stahl’s Essential Psychopharmacology (1st ed.). Cambridge University Press.

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4). https://doi.org/10.1542/peds.2019-2528

 

Providing anticipatory guidance is an important part of caring for adolescent clients. Using the Bright Futures Adolescence Visits Links to an external site.as a guide, select 1-2 topics for anticipatory guidance for this visit. Describe resources you would provide to the client and to his mother.

 

Patient is 13 year old male with a diagnosis of ADHD

What are some potential barriers to effective ADHD treatment, such as stigma, access to care, and co-morbid conditions, and how can these barriers be addressed?

 

You are meeting with the parents of a child being evaluated for ADHD. For this assignment briefly address the following questions.

• What information would you provide to educate parents/caretakers regarding etiology and symptoms of ADHD?
• What treatment options would you discuss with the parents/caretakers?
• What information/resources would you use to discuss this diagnosis?