Module 11: Review, Wrap Up, and Planning for the Future

2020 ◽  
pp. 213-220
Author(s):  
Andrea Chronis-Tuscano ◽  
Kelly O’Brien ◽  
Christina M. Danko
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Child Behavior ◽  
Attention Deficit ◽  
Chronic Condition ◽  
Self Care ◽  
Behavioral Skills ◽  
Professional Help ◽  
Hyperactivity Disorder ◽  
Parents And Children ◽  
Ongoing Monitoring

Attention-deficit/hyperactivity disorder is a chronic condition, requiring ongoing use of behavioral skills learned in this program. Without the support of a therapist, it may be difficult for parents to use these skills consistently. The more that these skills become automatic, the more benefits parents and children will experience. A goal of this module is help parents to think about and prepare for how to apply the principles and strategies presented in this program to possible future issues they encounter with their child and personally. It is important to anticipate and catch problems early, so that parents can engage these tools before problems escalate. Another goal is to ensure that parents have, by now, realized the value of self-care so they can create a supportive, consistent environment for their children. Ongoing monitoring of their mood, parenting, and child behavior will help parents to recognize signs that it is time to seek additional professional help.

Attention Deficit Hyperactivity Disorder: Current Progress and Controversies

2000 ◽  
Vol 34 (5) ◽  
pp. 719-730 ◽  
Author(s):  
Alasdair L. A. Vance ◽  
Ernest S. L. Luk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Individual Factors ◽  
Health Issues ◽  
Comorbid Conditions ◽  
Medication Treatment ◽  
Hyperactivity Disorder ◽  
Careful Assessment ◽  
Ongoing Monitoring ◽  
Psychostimulant Medication

Objective: Attention deficit hyperactivity disorder (ADHD) is a common chronic and disabling condition in children. This paper reviews the taxonomic issues and the major comorbid conditions, neurobiological correlates, treatment and public health issues associated with ADHD. Method: Pertinent recent papers are reviewed from the psychological and psychiatric literature. Results: The two major taxonomies now define a similar group of children with ADHD of a combined type/hyperkinetic disorder. Advances in the understanding and treatment of ADHD demonstrate the complex multidimensional links between neurobiology, psychology and behaviour. Careful assessment of individual factors in treatment planning and ongoing monitoring of psychostimulant medication treatment in the longer term are recommended. Conclusions: There is much still to learn about ADHD, and increased levels of clinical research and treatment resources are required.

Learning and Motivational Characteristics of Boys with AD/HD and/or Giftedness

2001 ◽  
Vol 67 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Sydney S. Zentall ◽  
Sidney M. Moon ◽  
Arlene M. Hall ◽  
Janice A. Grskovic
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Differential Diagnosis ◽  
Attention Deficit ◽  
A Priori ◽  
Negative Outcomes ◽  
Hyperactivity Disorder ◽  
Parents And Children ◽  
Multiple Case ◽  
Motivational Profiles ◽  
Case Design

This study compared the academic and learning characteristics of students with (a) Attention Deficit/Hyperactivity Disorder (AD/HD), (b) giftedness, and (c) giftedness with AD/HD, and examines specific a priori questions. The information reported by teachers, parents, and children was analyzed with a multiple-case design with constant comparative procedures within and across groups. The results indicated that giftedness conferred benefits related to specific talents but did not offer protection from the negative outcomes of AD/HD, such as inattention and homework problems. The learning and motivational profiles of each group were discussed in terms of implications for differential diagnosis and research and for teaching children with AD/HD and giftedness in general and special settings.

The powerless or the empowered? Stakeholders’ experiences of diagnosis and treatment for attention-deficit hyperactivity disorder in Ireland

2018 ◽  
Vol 35 (3) ◽  
pp. 203-212
Author(s):  
K. Carr-Fanning ◽  
C. Mc Guckin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Ecological Model ◽  
Stress And Coping ◽  
Visual Methods ◽  
Structured Interviews ◽  
Hyperactivity Disorder ◽  
Parents And Children ◽  
Delays In Diagnosis ◽  
And Coping

IntroductionIn Ireland, attention-deficit hyperactivity disorder (ADHD) is the most commonly diagnosed condition in Child and Adolescent Mental Health Services (CAMHS). However, little is known about the experiences of stakeholders affected by ADHD in their pathways through care, especially in Ireland.ObjectivesThe aim of this stakeholder voice study was to explore stress and coping among parents and Children and Young People (C/YP) affected by ADHD in an Irish context, in order to contribute to knowledge about what works and what needs to change in practice from a service user perspective.MethodsIn total, 15 C/YP (7–18 years) with ADHD and their parents participated in semi-structured interviews, which were triangulated using other sources (e.g. visual methods), to contribute to a highly contextualised understanding of lived experiences. Transcribed interviews were analysed using a deductive approach to Thematic Analysis informed by a theoretical framework of stress and coping theory and Bronfenbrenner’s bio-ecological model.ResultsSome degree of difficulty in their pathway through care was identified by participants in all case studies. Findings identified barriers to diagnosis, including delays in diagnosis, such as scepticism, stigma, and label avoidance from gatekeepers; poor multiagency working; and misdiagnosis. Once received, diagnosis may serve as an access to empowerment, providing knowledge, understanding, and support. However, C/YP and their parents also reported distressing experiences and a sense of powerlessness within CAMHS and with treatment; such as tensions around medical management, stigma, and a lack of child- and family-centred practice.ConclusionsDespite the professionals and the systematic supports available, stakeholders did not feel that they were fully understood, listened to, or participants in accessing diagnosis and care planning.

Attention Deficit-Hyperactivity Disorder Group Visits Improve Parental Emotional Health and Perceptions of Child Behavior

2018 ◽  
Vol 39 (6) ◽  
pp. 461-470 ◽  
Author(s):  
Nerissa S. Bauer ◽  
Paula D. Sullivan ◽  
Dorota Szczepaniak ◽  
Sarah M. Stelzner ◽  
Amy Pottenger ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Child Behavior ◽  
Attention Deficit ◽  
Emotional Health ◽  
Hyperactivity Disorder ◽  
Group Visits
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