Transcript Title Page with insert picture

Is Attention Deficit Hyperactive Disorder
Masquerading in Your Family?
Enhancing Communications Between Behavior
Specialists and Parents
Presentation created by Shirley E. Kane
Graduate Student at University of Pittsburgh – School of Education
Department of Developmental Psychology
Copyright 2007
Learner Objectives
• Define ADHD and be able to list the three major
types of this disorder
• Discuss the steps that may lead up to seeking a
diagnosis for a child suspected of having ADHD
• Identify interventions that can be implemented
and used in both home and school environments
copyright 2007, Shirley E. Kane
([email protected])
2
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Attached to the study guide, which accompanies
this presentation, there will be a list of Glossary
Words. Please familiarize yourself with this list as
you follow along throughout the presentation
copyright 2007, Shirley E. Kane
([email protected])
3
Attention Deficit Hyperactive Disorder
(commonly known as ADHD or ADD )
• According to the DSM-IV-TR, ADHD is a disruptive
behavior disorder.
• It is characterized by the presence of chronic and
impairing behavior patterns.
• The patterns display abnormal levels in one of three
types: inattention, hyperactivity, or impulsivity.
• Most times these behaviors will interfere with daily life
skills, school work, and social settings.
copyright 2007, Shirley E. Kane
([email protected])
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Three categories of symptoms to look for in a child
experiencing ADHD
1. Inattention
Fails to give close attention to details
Makes careless mistakes in school work
Appears not to be listening when spoken to
Has difficulty organizing tasks and activities
Easily distracted by external stimuli
Forgetful in doing daily activities
copyright 2007, Shirley E. Kane
([email protected])
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2. Hyperactivity
Fidgets with hands and feet or squirms in seat
Often leaves seat in the classroom
Runs about or climbs excessively
Often talks excessively or out of turn
3. Impulsiveness
Will blurt out answers inappropriately
Has difficulty waiting in line formation
Often interrupts others during conversations
copyright 2007, Shirley E. Kane
([email protected])
6
Prevalence
• Prevalence of children aged 4-17yrs in the U.S. who
have been reported by parents as being ADHD
diagnosed has been calculated at 7.8%
• In 2003, ADHD was reported 2.5x more frequent
among males than females, increasing with age.
• The greatest prevalence noted was among 16 year old
males and 11 year old females.
• Diagnosis in males reported more often in families with
income below poverty threshold (<100%)
• 4.3% of diagnosed children were reported taking
medication for an ADHD disorder.
[all prevalence information obtained from www.cdc.gov ]
copyright 2007, Shirley E. Kane
([email protected])
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Heading Toward a Diagnosis
• Steps to Seeking a Diagnosis for ADHD
Seek to have the child evaluated: this process can be
started by speaking to the child’s school
Encourage the parent to contact their own family
physician for the child’s developmental evaluation
and a comprehensive physical
A pediatrician, psychiatrist, or other mental health
professional could conduct an ADHD assessment
The child’s history files may need to be reviewed and
interviews could be done at this time
copyright 2007, Shirley E. Kane
([email protected])
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Suppose you had been observing a child you
suspected of exhibiting symptoms of ADHD. To
support your observations you began gathering
some basic data using assessment recording tools.
Look at the action worksheet included in the study
guide and check off any of the actions you would
take next.
copyright 2007, Shirley E. Kane
([email protected])
9
Legal Aspects of Childhood Mental Disorders
• Section 504
a civil rights law that ensures the child with a disability
has equal access to an education. This allows the child
to receive accommodations and modifications.
• Chapter 14
state regulation that helps explain how children who
need special education can get help from school
districts
• Chapter 15
state regulation that prohibits discrimination against
persons with disabilities by school districts and agencies
copyright 2007, Shirley E. Kane
([email protected])
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•
•
•
•
•
Understanding Section 504
Part of the Rehabilitation Act of 1973 that prohibits
discrimination of disability
School districts have the right and responsibility to
establish their own policies and procedures
The child considered must be between ages 3 and 22,
must be qualified depending on the program, and must
have a mental or physical impairment
Placement decisions are made by a committee after
reviewing what the child may need to perform major life
activities. (This may or may not include parent input)
Data used include academic history, state assessments
scores, observations, discipline reports, attendance
records, and health records
(www.schwablearning.org; viewed on 11/6/07)
copyright 2007, Shirley E. Kane
([email protected])
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Understanding Chapter 14
A child is eligible if he/she has mental
retardation, hearing impairment, speech or
language impairment, visual impairment, serious
emotional disturbance, orthopedic impairment,
autism, traumatic brain injury, is other health
impaired, or has a specific learning disability and
because of this, needs specialized instruction.
[Education Law Center (Rev. 8/06) 412-391-5225(Pittsburgh); www.elc-pa.org]
copyright 2007, Shirley E. Kane
([email protected])
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Understanding Chapter 15
A child is eligible if he/she has a physical, mental
or other health impairment which substantially
limits one or more major life activities such as
learning, walking, seeing, hearing, speaking,
breathing, or caring for oneself. Must not be
eligible for Chapter 14 (must not require
specialized instruction)
[Education Law Center (Rev. 8/06) 412-391-5225 (Pittsburgh), www.elc-pa.org]
copyright 2007, Shirley E. Kane
([email protected])
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AFTER a Child Has Been Diagnosed with
ADHD
• Present to the parent, an informational brochure
or newsletter, showcasing local resources
• Discuss a behavior plan to the parent in detail,
sharing various case studies and examples of
checklists and goal charts their child can use at
home
• Suggest the child have some input on the
behavior plan and understanding of the selfmonitoring process
copyright 2007, Shirley E. Kane
([email protected])
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Look at the CASE STUDY on
9 year old Alex that accompanies the study guide.
Decide your course of action as the child’s
Behavior Specialist recruited by the parent.
What would the conversation with the parent
sound like?
copyright 2007, Shirley E. Kane
([email protected])
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Interventions Proven To Be Effective:
1. Behavior Therapy
Family Therapy
Social Skills Training
Individual Education Program
2. Medication Therapy
Using FDA Approved Oral Medications or Skin Patch
3. Combination Behavior & Medication Therapy
Using team approach of Behavior Therapist, Parent, Teacher, and
child
copyright 2007, Shirley E. Kane
([email protected])
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Behavior Therapies
• Family Therapy – utilize the support of the client’s
experiences and interactions with family. Create a plan
that combines home life goals with school life and
social situations
• Social Skills Training – client can be enrolled in
individual or group settings that allow social interaction
skills, teach self monitoring, and motivate by using
reward programs
• Individual Education Program – describes special
instruction and related services child will receive,
including goals and measurable progress laid out in a
behavior plan
copyright 2007, Shirley E. Kane
([email protected])
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Meet with the parent and present ideas and professional
advice on using data tools such as charts, checklists, and
reward programs that will help the parent measure the
child’s progress toward positive behavior and goals
Look at the example chart and checklist included in the
study guide. Be clear and patient with the parent when
giving instructions on using these tools.
Remember: some parents may become
overwhelmed
copyright 2007, Shirley E. Kane
([email protected])
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Medication Therapy
• FDA Approved Oral Medications:
Ritalin (stimulant)
Concerta (stimulant)
Adderall (stimulant)
Dexedrine (stimulant)
Strattera (non-stimulant)
• FDA Approved Skin Patch
Daytrana (skin patch)
*Pamphlets on the above medications can be found at local pharmacies
copyright 2007, Shirley E. Kane
([email protected])
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Some medications have adverse effects, especially on the small,
uninhibited bodies of children. As a Behavior Specialist you can
help the parent understand how to monitor their child’s symptoms
for extreme changes in behavior once they begin medication
therapy. Remind the parent the importance of reporting any
changes to their child’s doctor.
Help them acquire medication information from pharmacies,
websites, and mental health resource agencies.
The study guide includes a Medication Monitoring Checklist created
to monitor adverse reactions a child may be experiencing. Review
this checklist with the parent and explain the details, giving them
examples.
copyright 2007, Shirley E. Kane
([email protected])
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References
Arehart-Treichel, J. (January 4, 2002) Problems of ADHD kids don’t end when bell rings. Psychiatric News, vol 7, number 1, p 22.
Centers For Disease Control. (November 2001). Attention deficit hyperactivity disorder diagnostic criteria. (NCBDDD Pub. No); www.cdc.gov
Center For Disease Control. (2003). Mental health in the United States: Prevalence of diagnosis and medication treatment for attention deficit hyperactivity
disorder relationships & adhd. (NCBDDD Pub No); www.cdc.gov
Education Law Center (Rev 8/06) 412-391-5225 (Pgh). www.elc-pa.org; A comparison of the rights of a child with a disability who needs
special education and a child who is a protected handicapped student.
Levin, A. (June 16, 2006). ADHD research spreads throughout the brain. Psychiatric News, vol.41, number 12, p 25.
Institute of Health. (n.d.) Attention deficit hyperactivity disorder. Retrieved September 14, 2007 from www.nlm.nih.gov
National Institute of Mental Health. (1994, reprinted 1996, revised 2003, reprinted 2006) Attention deficit hyperactivity disorder (Publication No.
06-3572); www.nimh.nih.gov
National Resource Center on ADHD. (n.d.). Frequently asked questions. Retrieved September 14, 2007 from www.help4adhd.org
Schwab, C., (Jan. 23, 2004). A parents guide to helping kids with learning difficulties; www.schwablearning.org
Science Daily, (September 24, 2007) Medication for ADHD may help students succeed
in school. Retrieved September 22, 2207 retrieved from www.sciencedaily.com
Shire, US Inc, (July 2001) Seeking academic help for the child with ADHD. (Pamphlet) ADD504
copyright 2007, Shirley E. Kane
([email protected])
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CONTACT INFORMATION
If you wish to duplicate this document or any
portion therein, please contact:
Shirley Kane
at [email protected]
copyright 2007, Shirley E. Kane
([email protected])
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