HYPERACTIVITY IN CHILDREN. Stacey KH Tay, Low Poh Sim
|
|
- Eric Little
- 7 years ago
- Views:
Transcription
1 HYPERACTIVITY IN CHILDREN Stacey KH Tay, Low Poh Sim Hyperactivity is a common complaint in children, and Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent chronic behavioural disorder in pre-adolescent children. The primary health care physician is often the first to see such children, and either the parents or the teachers may have initiated a distress call because of the child s restlessness and at home. Contents Definition Causes of hyperactivity Evaluation of a hyperactive child Guidelines for referral of a hyperactive child Management of hyperactivity Prognosis for hyperactivity 1
2 Definition Hyperactivity is defined subjectively as an increase in motor activity to a level that interferes with the child's functioning at school, at home or socially. Hyperactive behaviour encompasses characteristics such as aggressiveness, constant activity, impulsiveness, poor concentration and easy distractibility. Such children may have difficulty in school especially, not only because of their disruptive behaviour, but also because their state of continuous motion prevents the child from participating in quieter activities such as reading and writing, and the child's work may suffer as a result. Attention deficit hyperactivity disorder lies at a severe end of the spectrum of hyperactivity. It is a distinct entity with diagnostic criteria that allows doctors to identify patients with the disorder and therefore to treat them appropriately. ADHD has an incidence of about 3-5% in school-going children. Poor concentration, hyperactivity and restlessness and an impulsive personality characterize the disorder. There is a definite male predominance ranging from a male to female ratio of 4:1 to 9:1. There are specific criteria laid out in the Diagnostic and Statistical Manual of Mental Disorders IV (DSM IV) for the diagnosis, and there are also three subtypes of the disorder, namely: 1. the predominantly inattentive type, 2. the predominantly hyperactive-impulsive type and 3. the combined type (see page 2) Autism may often present with hyperactivity and speech delay. In such children, there is a deficit in social interactive skills, communicative skills and behavioural disturbance such as preoccupation with routines and ritualistic behaviour. The precise etiology is unknown although associated abnormalities have been found in imaging and metabolic studies of the brain. Mental retardation is commonly associated although there are high functioning autistics known as autistic savants like the character played by Dustin Hoffman in Rain Man. Autism and attention deficit hyperactivity disorder may co-exist in the same child. Causes of hyperactivity 1. Normal personality variant 2. Exogenous factors (a) Medication - sedative-hypnotic and anti-epileptic drugs like phenobarbitone. (b) An intolerant parent or teacher may bring about factitious hyperactivity. 3. Pre-existing disorders (a) CNS disease - any CNS abnormality such as previous head trauma, or cerebral palsy or mental retardation may cause hyperactivity. 2
3 (b) Prematurity - premature babies with birth weight below 1500g are well known to have hyperactivity, negative temperament characteristics and lower levels of social competence. 4. Psychological disorders (a) Anxiety - due to post-traumatic anxiety or anxiety from chronic stress. (b) Depression - sad feelings may be expressed by means of increased activity. 5. Psychiatric disorders (a) Gilles de la Tourette syndrome -affected children have an increased incidence of hyperactivity. 6. Developmental disorders (a) Language disorders - difficulty in communication may result in frustration and misunderstanding and may result in hyperactive behaviour. (b) Learning disabilities - Autism, which is a developmental disorder with impaired social interaction, communication and limited imagination with repetitive stereotyped activities, may often present as a hyperactive child that interacts poorly with his caregivers. 7. Attention deficit hyperactivity disorder - see DSM-IV criteria. Below are the clinical criteria for the diagnosis of ADHD in a child under the DSM IV criteria. The fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), published by the American Psychiatric Association, classifies three types of Attention Deficit/ Hyperactivity Disorders: predominantly inattentive, predominantly hyperactive, and combined. Six of nine symptoms of inattention (A - 1) are needed to diagnose the predominantly inattentive type of ADHD, and six of nine symptoms of hyperactivity and impulsivity (A - 2) are necessary for diagnosis of the predominantly hyperactive type. The presence of 6 symptoms from either category (A- 1 or A- 2) is needed to make a diagnosis of the combined type of ADHD. In each case, the symptoms must be present for at least six months to a degree that is maladaptive and inconsistent with developmental level. There are additional criteria (B - E) that must be met in addition to the symptoms of hyperactivity and inattention. A. Either (1) or (2) (1) Inattention: Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities often has difficulty sustaining attention in tasks or play activities often does not seem to listen to what is being said to him or her often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) 3
4 often has difficulties organizing tasks and activities Often avoids, expresses reluctance about, or has difficulties engaging in tasks that require sustained mental effort (such as schoolwork or homework) often loses things necessary for tasks or activities (e.g. school assignments, pencils, books, tools, or toys) is often easily distracted by extraneous stimuli often forgetful in daily activities (2) Hyperactivity - Impulsivity: Hyperactivity often fidgets with hands or feet or squirms in seat leaves seat in classroom or in other situations in which remaining seated is expected Often runs about or climbs excessively in situations where it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) often has difficulty playing or engaging in leisure activities quietly is always "on the go" or acts as if "driven by a motor" Often talks excessively Impulsivity often blurts out answers to questions before the questions have been completed often has difficulty waiting in lines or awaiting turn in games or group situations often interrupts or intrudes on others (e.g., butts into others' conversations or games) B. Some symptoms that caused impairment were present before age seven. C. Some symptoms that cause impairment are present in two or more settings (e.g.,at school, work, and at home). D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. E. Does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia or other Psychotic Disorder, and is not better accounted for by Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder. Evaluation of a hyperactive child History regarding the hyperactivity should be obtained in detail. A review of the school and home environment is usually necessary. The physical examination includes a full neurological examination and a thorough psychological examination. In the flow chart below, it should be remembered that not all the conditions mentioned exist independently, and indeed, autism and ADHD, for example may often co-exist in the same child. 4
5 5
6 Management of the hyperactive child A good number of normal children are hyperactive and may cause problems in school predominantly. Such children do not need any medical therapy, but clear guidelines on their behaviour in school and at home need to be delineated. Should the child be diagnosed to have attention deficit hyperactivity disorder, then there are several modalities of therapy that have been found to be useful: 1. Medication Stimulant medication has been found to be useful in decreasing hyperactive behaviour, such as methylphenidate (Ritalin). Methylphenidate has been used in children from about 4-5 years of age, but may worsen tics and seizure disorders. Growth charting is necessary for children on stimulant medications as poor appetite and growth suppression are common side effects. Tolerance to psychostimulants may develop, necessitating drug holidays. Clonidine has also been used as an alternative to psychostimulants, but may cause sedation and orthostatic hypotension as side effects. Antidepressants such as desipramine and bupropion are also effective in some children. 2. Diet Although no direct effects of diet have been found in relation to hyperactivity, yet many parents report an improvement in the hyperactivity through reduction of sugar intake. In the 1970s, Dr. Benjamin E Feingold, a pediatric allergist in San Francisco, claimed that childhood hyperactivity was caused by food colors, artificial flavorings and preservatives. He prescribed a diet eliminating these ingredients, as well as other foods containing natural chemicals called salicylates, including almonds, cucumbers, tomatoes, apples and berries. Based on anecdotal reports, Feingold stated that up to 50 percent of children on such a restricted regimen improved during treatment. Needless to say, this created quite a stir as Feingold had singled out common everyday food substances that most every child consumed regularly. To test the Feingold hypothesis scientifically, the Nutrition Foundation supported a variety of research studies using experimental and control diets. After reviewing the results of seven independent studies involving approximately 200 subjects, the Foundation's National Advisory Committee on Hyperkinesis and Food Additives concluded in 1980 that there was no evidence linking artificial food colors, flavors, or preservatives to hyperactivity or learning. The committee reported that dietary restriction was sometimes beneficial because of the "placebo" effects of the treatment. In other words, it sometimes worked because people believed it would or because of increased involvement and attention of family members. In January 1982, the National Institutes of Health also convened a panel of biomedical investigators, practicing physicians, consumers and advocacy groups to 6
7 examine available evidence on hyperactivity. The 13member consensus development panel concluded that controlled scientific studies do not support the claim that food additives, colorings, or preservatives cause hyperactivity. The NIH panel also stated that special restricted diets should not be used universally to treat hyperactivity, since there is no evidence to predict which children may benefit. 3. Behaviour modification programmes Programmes to help the child to concentrate, increase the attention span and coaching on turn-taking activities have been shown to help such children. These programmes are usually run by child psychologists 4. Environmental modification Children with ADHD do not adapt well to change and do not function well in highly stimulating environments. In school, they should be put in the front row rather than the rear so that they can attend better to the teacher. Study carrels are also helpful in blocking distracting stimuli. Often, they benefit more from one-to-one teaching or small group teaching. Class routines should be predictable and only one task should be given to the child at a time. At home, parents can reward the child for behaviour that requires concentration. Routines at home should also be well structured and regular. Families should avoid crowds, supermarkets and large shopping centres as these can create too much stimulation for the child. Fatigue should also be avoided as self-control breaks down and hyperactivity increases once the child becomes tired. Advice from the psychiatrist, the paediatrician and the social worker may be necessary in individual cases as there may be a need for special school placement or special programmes for behaviour modification. Autistic children do need special care, and adjunctive therapies such as speech therapy, occupational therapy, and psychotherapy are available in the STEP programme at Margaret Drive Special School. Brighter children can also be placed in a normal schooling programme with the help of the REACH ME programme. Medication is rarely indicated unless there is a specific indication such as hyperactivity or mood instability. Prognosis of hyperactivity Children who learn to handle hyperactivity can go on to successful careers as adults. Even people with ADHD diagnosed in childhood may make good as adults. About a third of these have been shown to be successful at conducting their own business by their mid-thirties. A good number of hyperactive children do however experience difficulties in many areas of social functioning and personal well being when they become adolescents and adults. Immature 7
8 and impulsive behaviour may continue to persist. In adolescence, too, there may be anti-social behaviour causing brushes with the law. Some prognostic features have been found for ADHD. Conduct disturbance, aggressiveness and poor peer relationships are important predictors of poor outcome. In such patients, long-standing educational difficulties and lack of achievement have been reported commonly. Absence of such factors has been associated with a much better outcome. 8
UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5. Week 3:Attention Deficit Hyperactivity Disorder
UCLA-NPI/VA PG-2 Child & Adolescent Psychiatry Course 2004-5 Week 3:Attention Deficit Hyperactivity Disorder ADHD:Epidemiology Point Prevalence 2-18% M:F>= 2:1 ADHD Symptoms Cognitive (attention) Impulsivity
More informationInterview for Adult ADHD (Parent or Adult Questionnaire)
Interview for Adult ADHD (Parent or Adult Questionnaire) (client s name here) is undergoing evaluation for Attention Deficit Hyperactivity Disorder (ADHD). You have been identified as someone who could
More informationADHD in Children vs. Adults
ADHD in Children vs. Adults ADHD Symptoms In Children DSM-IV INATTENTION 1) Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. 2) Often
More informationADD and/or ADHD Verification Form
ADD and/or ADHD Verification Form Disability Services for Students (DSS) provides academic services and accommodations for students with diagnosed disabilities. The documentation provided regarding the
More informationADHD DSM Criteria and Evidence-based Treatments
ADHD DSM Criteria and Evidence-based Treatments DSM-5 Criteria for ADHD A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes With functioning or development, as characterized
More informationDr. Varunee Mekareeya, M.D., FRCPsychT. Attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder Dr. Varunee Mekareeya, M.D., FRCPsychT Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. At least half
More informationWhat is ADHD/ADD and Do I Have It?
What is ADHD/ADD and Do I Have It? ADHD Definition and Symptoms Adults with ADHD Possible Coexistent Conditions Medications and Treatments Additional Resources Works Cited What is Attention Deficit Hyperactivity
More informationFor more than 100 years, extremely hyperactive
8 WHAT WE KNOW ADHD Predominantly Inattentive Type For more than 100 years, extremely hyperactive children have been recognized as having behavioral problems. In the 1970s, doctors recognized that those
More informationMCPS Special Education Parent Summit
MCPS Special Education Parent Summit May 17, 2014 Rockville High School 2100 Baltimore Road Rockville, MD 20851 When ADHD Is Not ADHD: ADHD Look-Alikes and Co-occurring Disorders David W. Holdefer MCPS
More informationNICHQ Vanderbilt Assessment Scale PARENT Informant
NICHQ Vanderbilt Assessment Scale PARENT Informant Today s Date: Child s Name: Date of Birth: Parent s Name: Parent s Phone Number: Directions: Each rating should be considered in the context of what is
More informationClinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder
Clinical Practice Guidelines: Attention Deficit/Hyperactivity Disorder AACAP Official Action: OUTLINE OF PRACTICE PARAMETERS FOR THE ASSESSMENT AND TREATMENT OF CHILDREN, ADOLESCENTS, AND ADULTS WITH ADHD
More informationUNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH
Teacher Workshop Curriculum UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH Written by Meg Sullivan, MD with help from Marina Catallozzi, MD, Pam Haller MDiv, MPH, and Erica Gibson, MD UNDERSTANDING AND
More informationVanderbilt ADHD Diagnostic Rating Scales
Vanderbilt ADHD Diagnostic Rating Scales Overview The Vanderbilt ADHD Rating Scales (VADRS) are based on DSM-5 criteria for ADHD diagnosis and include versions specific for parents and teachers. These
More informationADHDInitiative. The Vermont A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS
The Vermont ADHDInitiative A MULTIDISCIPLINARY APPROACH TO ADHD FOR FAMILIES/CAREGIVERS, EDUCATIONAL & HEALTH PROFESSIONALS ACKNOWLEDGEMENTS: This work and its resulting improvements in the care provided
More informationLearning Disabilities: ADHD/ADD. Dr. Wilfred Johnson September 29, 2005
Learning Disabilities: ADHD/ADD Dr. Wilfred Johnson September 29, 2005 Prevalence of ADHD/ADD ADHD/ADD is the most common childhood psychiatric disorder. Conservative estimate of prevalence is 2%; liberal
More informationThe core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are excessive and long-term and
Attention Deficit Hyperactivity Disorder What is Attention Deficit Hyperactivity Disorder? The core symptoms of ADHD, as the name implies, are inattentiveness, hyperactivity and impulsivity. These are
More informationAttention-Deficit/ Hyperactivity Disorder
Attention-Deficit/ Hyperactivity Disorder NICHCY Disability Fact Sheet #19 Updated March 2012 Mario s Story Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving
More informationCASE STUDY 1 Attention Deficit Hyperactivity Disorder (ADHD) in children and young people Alison Coad
CSE STUDY 1 ttention Deficit Hyperactivity Disorder (DHD) in children and young people lison Coad Georgia is 10 and lives with her mum, Emma, her dad, Nick and her younger brother Sam, aged 7. Emma is
More informationDSM-5. Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D.
DSM-5 Presented by CCESC School Psychologist Interns: Kayla Dodson, M.Ed. Ellen Doll, M.S. Rich Marsicano, Ph.D. Elaine Wahl, Ph.D. Introduction Lifespan approach to diagnosis Diagnoses occurring in children
More informationAUTISM SPECTRUM DISORDERS
AUTISM SPECTRUM DISORDERS JAGWINDER SANDHU, MD CHILD, ADOLESCENT AND ADULT PSYCHIATRIST 194 N HARRISON STREET PRINCETON, NJ 08540 PH: 609 751 6607 Staff Psychiatrist Carrier clinic Belle Mead NJ What is
More informationDiagnostic Criteria. Diagnostic Criteria 9/25/2013. What is ADHD? A Fresh Perspective on ADHD: Attention Deficit or Regulation?
What is ADHD? A Fresh Perspective on ADHD: Attention Deficit or Regulation? The Transition from Disorder to Traits Thor Bergersen M.D. Founder, ADHD Boston www.adhdboston.com Attention Deficit/Hyperactivity
More informationwritten by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org
written by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org Every child gets restless and fidgety from time to time; in particular, boys are often bursting with energy
More informationClassroom Management and Teaching Strategies. Attention Deficit Hyperactivity Disorder. Allison Gehrling ABSTRACT. Law & Disorder
Page 43 Law & Disorder Classroom Management and Teaching Strategies for Students with Attention Deficit Hyperactivity Disorder Allison Gehrling Elementary General Education, Senior, Indiana University
More informationFact Sheet 10 DSM-5 and Autism Spectrum Disorder
Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that
More informationBRIEF NOTES ON THE MENTAL HEALTH OF CHILDREN AND ADOLESCENTS
BRIEF NOTES ON THE MENTAL HEALTH OF CHILDREN AND ADOLESCENTS The future of our country depends on the mental health and strength of our young people. However, many children have mental health problems
More informationADHD. & Coexisting Disorders in Children
ADHD & Coexisting Disorders in Children ADHD AND CHILDREN Attention-deficit/hyperactivity disorder (ADHD) is a recognized medical condition that often requires medical intervention. Establishing a diagnosis
More informationATTENTION DEFICIT HYPERACTIVITY DISORDER AND TUBEROUS SCLEROSIS COMPLEX
ATTENTION DEFICIT HYPERACTIVITY DISORDER AND TUBEROUS SCLEROSIS COMPLEX What is ADHD? Attention Deficit Hyperactivity Disorder (ADHD) is a common neurobehavioral disorder. It is usually first diagnosed
More informationCRITERIA FOR DIAGNOSIS AND MANAGEMENT OF ATTENTION DEFICIT HYPERACTIVITY DISORDER IN ADULTS
CRITERIA FOR DIAGNOSIS AND MANAGEMENT OF ATTENTION DEFICIT HYPERACTIVITY DISORDER IN ADULTS For the purpose of this document adults are considered to be persons who are 18 years or over. Separate criteria
More informationDSM-5 to ICD-9 Crosswalk for Psychiatric Disorders
DSM-5 to ICD-9 Crosswalk for Psychiatric s The crosswalk found on the pages below contains codes or descriptions that have changed in the DSM-5 from the DSM-IV TR. DSM-5 to ICD-9 crosswalk is available
More informationRegister of Students with Severe Disabilities
Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria
More informationCrosswalk to DSM-IV-TR
Crosswalk to DSM-IV-TR Note: This Crosswalk includes only those codes most frequently found on existing CDERs. It does not include all of the codes listed in the DSM-IV-TR nor does it include all codes
More informationADHD WHEN EVERYDAY LIFE IS CHAOS
ADHD WHEN EVERYDAY LIFE IS CHAOS There s nothing unusual in children finding it hard to sit still, concentrate and control their impulses. But for children with ADHD (Attention Deficit Hyperactivity Disorder),
More informationAdult ADHD Self-Report Scale-V1.1 (ASRS-V1.1) Symptoms Checklist from WHO Composite International Diagnostic Interview
Adult ADHD Self-Report Scale-V1.1 (ASRS-V1.1) Symptoms Checklist from WHO Composite International Diagnostic Interview World Health Organization 2003 All rights reserved. Based on the Composite International
More informationADHD: Information for Teachers and Parents
Educational Psychology Service What is ADHD? ADHD: Information for Teachers and Parents All children may experience attention difficulties at one time or another. This can be more noticeable if a child
More informationDocumentation Guidelines for ADD/ADHD
Documentation Guidelines for ADD/ADHD Hope College Academic Success Center This document was developed following the best practice recommendations for disability documentation as outlined by the Association
More informationSPECIAL EDUCATION & DISCIPLINE POLICIES
SPECIAL EDUCATION & DISCIPLINE POLICIES SPECIAL EDUCATION AND DISCIPLINE (CONT) It s all about relationships Do they know what is expected? Do they know what it means? (Don t assume a background knowledge
More informationBilly. Austin 8/27/2013. ADHD & Bipolar Disorder: Differentiating the Behavioral Presentation in Children
ADHD & Bipolar Disorder: Differentiating the Behavioral Presentation in Children Judy Goodwin, MSN, CNS Meadows Psychiatric Associates Billy Austin 1 Introduction Distinguishing between ADHD and Bipolar
More informationADHD: A Neurodevelopmental Disorder Through the Ages
Rachel G. Klein, Ph.D. Fascitelli Family Professor of Child and Adolescent Psychiatry,New York University Child Study Center, New York, NY ADHD: A Neurodevelopmental Disorder Through the Ages 1 ADHD -
More informationTreatment Options for ADHD in Children and Teens. A Review of Research for Parents and Caregivers
Treatment Options for ADHD in Children and Teens A Review of Research for Parents and Caregivers Is This Summary Right for Me? Yes, if: A doctor said that your child or teen has attention deficit hyperactivity
More informationHow To Test For Neurocognitive Impairment
Aerospace Medical Association Meeting: Pay Attention! ADHD in Civil Aviation (May 16, 2013) Neuropsychological Evaluation of ADHD: Recent FAA Revisions Kevin O Brien, Ph.D., ABPP-Cn Arizona Neuropsychology,
More informationADHD: what treatments work?
Patient information from the BMJ Group ADHD: what treatments work? Caring for a child who has attention deficit hyperactivity disorder (ADHD) can put a strain on you and your family. If your child has
More informationDocumentation Requirements ADHD
Documentation Requirements ADHD Attention Deficit Hyperactivity Disorder (ADHD) is considered a neurobiological disability that interferes with a person s ability to sustain attention, focus on a task
More informationDiagnosis and management of ADHD in children, young people and adults
Issue date: September 2008 Attention deficit hyperactivity disorder Diagnosis and management of ADHD in children, young people and adults NICE clinical guideline 72 Developed by the National Collaborating
More informationAutism and Intellectual Disabilities
Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)
More informationThe National Survey of Children s Health 2011-2012 The Child
The National Survey of Children s 11-12 The Child The National Survey of Children s measures children s health status, their health care, and their activities in and outside of school. Taken together,
More informationMedical Policy Original Effective Date: 07-22-09 Revised Date: 01-27-16 Page 1 of 5
Disclaimer Medical Policy Page 1 of 5 Refer to the member s specific benefit plan and Schedule of Benefits to determine coverage. This may not be a benefit on all plans or the plan may have broader or
More informationPsychological Assessment Intake Form
Cooper Counseling, LLC 251 Woodford St Portland, ME 04103 (207) 773-2828(p) (207) 761-8150(f) Psychological Assessment Intake Form This form has been designed to ask questions about your history and current
More informationAttention, memory and learning and acquired brain injury. Vicki Anderson. Jamie M. Attention & learning: an information processing model
Attention, memory and learning and acquired brain injury Vicki Anderson Jamie M. Childhood acquired amnesia Attention & learning: an information processing model MANAGEMENT Organising, problem solving
More informationConduct Disorder: Treatment Recommendations. For Vermont Youth. From the. State Interagency Team
Conduct Disorder: Treatment Recommendations For Vermont Youth From the State Interagency Team By Bill McMains, Medical Director, Vermont DDMHS Alice Maynard, Mental Health Quality Management Chief, Vermont
More informationWelcome New Employees. Clinical Aspects of Mental Health, Developmental Disabilities, Addictive Diseases & Co-Occurring Disorders
Welcome New Employees Clinical Aspects of Mental Health, Developmental Disabilities, Addictive Diseases & Co-Occurring Disorders After this presentation, you will be able to: Understand the term Serious
More informationClinical guideline Published: 24 September 2008 nice.org.uk/guidance/cg72
Attention deficit hyperactivity disorder: diagnosis and management Clinical guideline Published: 24 September 2008 nice.org.uk/guidance/cg72 NICE 2008. All rights reserved. Last updated February 2016 Contents
More informationDiagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (APA, 2001) 10
5. Diagnosis Questions to be answered: 5.1. What are the diagnostic criteria for ADHD in children and adolescents? 5.2. How is ADHD diagnosed in children and adolescents? Who must diagnose it? 5.3. Which
More informationADHD AND ANXIETY AND DEPRESSION AN OVERVIEW
ADHD AND ANXIETY AND DEPRESSION AN OVERVIEW A/Professor Alasdair Vance Head, Academic Child Psychiatry Department of Paediatrics University of Melbourne Telephone: 9345 4666 Facsimile: 9345 6002 Email:
More informationAbnormal Psychology PSY-350-TE
Abnormal Psychology PSY-350-TE This TECEP tests the material usually taught in a one-semester course in abnormal psychology. It focuses on the causes of abnormality, the different forms of abnormal behavior,
More informationChapter 4: Eligibility Categories
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
More informationUnderstanding Pervasive Developmental Disorders. Page 1 of 10 MC5155-09 Pervasive Developmental Disorders
Understanding Pervasive Developmental Disorders Page 1 of 10 MC5155-09 Pervasive Developmental Disorders Page 2 of 10 MC5155-09 Pervasive Developmental Disorders This information is intended to help you
More informationComorbid Conditions in Autism Spectrum Illness. David Ermer MD June 13, 2014
Comorbid Conditions in Autism Spectrum Illness David Ermer MD June 13, 2014 Overview Diagnosing comorbidities in autism spectrum illnesses Treatment issues specific to autism spectrum illnesses Treatment
More informationDSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D.
DSM 5 AND DISRUPTIVE MOOD DYSREGULATION DISORDER Gail Fernandez, M.D. GOALS Learn DSM 5 criteria for DMDD Understand the theoretical background of DMDD Discuss background, pathophysiology and treatment
More informationDEPRESSION CODING FACT SHEET FOR PRIMARY CARE CLINICIANS
DEPRESSION CODING FACT SHEET FOR PRIMARY CARE CLINICIANS Current Procedural Terminology (CPT ) (Procedure) Codes Initial assessment usually involves a lot of time determining the differential diagnosis,
More informationDevelopmental Disabilities
RIGHTS UNDER THE LAN TERMAN ACT Developmental Disabilities Chapter 2 This chapter explains: - What developmental disabilities are, - Who is eligible for regional center services, and - How to show the
More informationPsychiatrists should be aware of the signs of Asperger s Syndrome as they appear in adolescents and adults if diagnostic errors are to be avoided.
INFORMATION SHEET Age Group: Sheet Title: Adults Depression or Mental Health Problems People with Asperger s Syndrome are particularly vulnerable to mental health problems such as anxiety and depression,
More informationBipolar Disorder. When people with bipolar disorder feel very happy and "up," they are also much more active than usual. This is called mania.
Bipolar Disorder Introduction Bipolar disorder is a serious mental disorder. People who have bipolar disorder feel very happy and energized some days, and very sad and depressed on other days. Abnormal
More information2) Recurrent emotional abuse. 3) Contact sexual abuse. 4) An alcohol and/or drug abuser in the household. 5) An incarcerated household member
Co Occurring Disorders and the on Children: Effectively Working with Families Affected by Substance Abuse and Mental Illness Definition (Co-Occurring also called Dual Dx) A professional diagnosis of addictive/substance
More informationTowards Developing a Manual for Residential Treatment Centers to Support Individuals with an FASD and Their Families
Towards Developing a Manual for Residential Treatment Centers to Support Individuals with an FASD and Their Families Presented By Dr. Pamela Gillen University of Colorado Anschutz Medical Campus and Dan
More informationSecrets to Parenting your Child with Aspergers
Parenting Community for All Parents of Children with Secrets to Parenting your Child with By Dave Angel www.parentingcommunity.com 1 For Free Weekly Tips on www.parenting.com/blog Parenting Community for
More informationTourette syndrome and co-morbidity
Tourette syndrome and co-morbidity Nanette M.M. Mol Debes, M.D., Ph.D. Tourette clinic, Herlev University Hospital, Denmark Outline of presentation Research project Herlev University Hospital Denmark Prevalence
More informationMENTAL HEALTH ATTENTION DEFICIT/ HYPERACTIVITY DISORDER
MENTAL HEALTH ATTENTION DEFICIT/ HYPERACTIVITY DISORDER WHAT IS ADHD? Attention deficit/hyperactivity disorder (ADHD) is a common behavioral problem in children. It is estimated that between 3 percent
More informationFeeling Moody? Major Depressive. Disorder. Is it just a bad mood or is it a disorder? Mood Disorders. www.seclairer.com S Eclairer 724-468-3999
Feeling Moody? Is it just a bad mood or is it a disorder? Major Depressive Disorder Prevalence: 7%; 18-29 years old; Female>Male DDx: Manic episodes with irritable mood or mixed episodes, mood disorder
More informationPolicy for Documentation
Policy for Documentation act.org 2015 by ACT, Inc. All rights reserved. 3836 Introduction The ACT Policy for Documentation contains information individual examinees, professional diagnosticians, and qualified
More informationThe Thirteen Special Education Classifications. Part 200 Regulations of the Commissioner of Education, Section 4401(1)
The Thirteen Special Education Classifications Part 200 Regulations of the Commissioner of Education, Section 4401(1) Student With a Disability: A student as defined in section 4401(1), who has not attained
More informationSpotting the Symptoms of Specific Learning Difficulties in Class
Spotting the Symptoms of Specific Learning Difficulties in Class Including children with special needs can present major challenges to main stream schools. Senior school staff and teachers have to decide
More informationFACTS. Longitudinal Studies. from OSEP s National. A Profile of Students with ADHD Who Receive Special Education Services.
FACTS from OSEP s National Longitudinal Studies November 2004 A Profile of Students with ADHD Who Receive Special Education Services What Is Attention-Deficit/Hyperactivity Disorder (ADHD)? Attention-deficit/hyperactivity
More informationDaredevils and Daydreamers. Strategies for Students with ADHD
Daredevils and Daydreamers Strategies for Students with ADHD Outline Students who are Inatttentive, Impulsive, Distractible a) What to look for b) What questions to ask c) What to do What is ADHD? Characteristics
More informationSpotting the Symptoms of Specific Learning Difficulties
Spotting the Symptoms of Specific Learning Difficulties Parents often instinctively know that their child is not developing as they should, is really struggling to learn to read and write or is exhibiting
More informationDepression Assessment & Treatment
Depressive Symptoms? Administer depression screening tool: PSC Depression Assessment & Treatment Yes Positive screen Safety Screen (see Appendix): Administer every visit Neglect/Abuse? Thoughts of hurting
More informationAccommodations STUDENTS WITH DISABILTITES SERVICES
Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities
More informationMental health issues in the elderly. January 28th 2008 Presented by Éric R. Thériault etheriau@lakeheadu.ca
Mental health issues in the elderly January 28th 2008 Presented by Éric R. Thériault etheriau@lakeheadu.ca Cognitive Disorders Outline Dementia (294.xx) Dementia of the Alzheimer's Type (early and late
More informationChildren and adolescents of different
ATTENTION DEFICIT HYPERACTIVITY DISORDER KEY FACTS Attention deficit hyperactivity disorder () is one of the most commonly diagnosed mental disorders in U.S. children and adolescents, affecting up to 3
More informationPresently, there are no means of preventing bipolar disorder. However, there are ways of preventing future episodes: 1
What is bipolar disorder? There are two main types of bipolar illness: bipolar I and bipolar II. In bipolar I, the symptoms include at least one lifetime episode of mania a period of unusually elevated
More informationBehavioral and Developmental Referral Center
Dear Parent, Thank you for allowing us the opportunity to serve your family. We will make every effort to best meet your needs. You will find a brief questionnaire enclosed with this letter. This information
More informationASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS
ASPERGER S SYNDROME, NONVERBAL LEARNING DISORDER AND OTHER NEUROCOGNITIVE DISORDERS APPROPRIATE PROGRAM DEVELOPMENT Orion Academy Kathryn Stewart, Ph.D. GETA 2007 What is a Neurocognitive Disorder? What
More informationHow to Recognize Depression and Its Related Mood and Emotional Disorders
How to Recognize Depression and Its Related Mood and Emotional Disorders Dr. David H. Brendel Depression s Devastating Toll on the Individual Reduces or eliminates pleasure and jo Compromises and destroys
More informationWashington State Regional Support Network (RSN)
Access to Care Standards 11/25/03 Eligibility Requirements for Authorization of Services for Medicaid Adults & Medicaid Older Adults Please note: The following standards reflect the most restrictive authorization
More informationADHD IN ADULTS. Dr. A/Moneim A/Hakam Sr Consultant Psychiatrist Hamad Medical Corporation
ADHD IN ADULTS Dr. A/Moneim A/Hakam Sr Consultant Psychiatrist Hamad Medical Corporation 1 1. Adult ADHD Stats ADHD afflicts 3% to 5% of school-age children and an estimated 30% to 70% of those will maintain
More informationGuidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults
Guidelines for Documentation of Attention Deficit/Hyperactivity Disorder In Adolescents and Adults Third Edition 2016 Office of Disability Policy Educational Testing Service Princeton, NJ 08541 Copyright
More informationNIH Consensus Development Conference on Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder
NIH Consensus Development Conference on Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder t' '. November 16-18, 1998 WilliamH. Natcher Conference Cegter National Institutes of Health
More informationUnit 4: Personality, Psychological Disorders, and Treatment
Unit 4: Personality, Psychological Disorders, and Treatment Learning Objective 1 (pp. 131-132): Personality, The Trait Approach 1. How do psychologists generally view personality? 2. What is the focus
More informationDr. Mary Hynes Danielak, PsyD
Please complete this survey as completely as possible. Provide specific details to help us understand your child so that we may determine if Cogmed Working Memory Training may benefit him/her. Please type
More informationADHD Monitoring System
ADHD Monitoring System by David Rabiner, Ph.D. Duke University The ADHD Monitoring System is intended to help parents and health care professionals monitoring the ongoing effectiveness of treatment(s)
More informationDSM-5: A Comprehensive Overview
1) The original DSM was published in a) 1942 b) 1952 c) 1962 d) 1972 DSM-5: A Comprehensive Overview 2) The DSM provides all the following EXCEPT a) Guidelines for the treatment of identified disorders
More informationAP PSYCHOLOGY CASE STUDY
Mr. Pustay AP PSYCHOLOGY AP PSYCHOLOGY CASE STUDY OVERVIEW: We will do only one RESEARCH activity this academic year. You may turn in the CASE STUDY early (no earlier than MID-TERM date). It will be due
More informationLearning Disabilities, Behavioral/Emotional Disorders, and Other Brain Disorders: What We Know
Learning Disabilities, Behavioral/Emotional Disorders, and Other Brain Disorders: What We Know by Ted Schettler, MD There are many ways that something can go awry in the brain, which can impair our ability
More informationMinnesota DC:0-3R Crosswalk to ICD Codes
Minnesota DC:0-3R Crosswalk to ICD DC 0-3R 0 Post-Traumatic Stress (this diagnosis must be considered first according to the DC:0-3R decision tree) 150 Deprivation/Maltreatment 200 of Affect 2 Prolonged
More informationDISABILITY-RELATED DEFINITIONS
DISABILITY-RELATED DEFINITIONS 1. The Americans with Disabilities Act (ADA) of 1990 is a civil rights law, which makes it unlawful to discriminate on the basis of disability. It covers employment in the
More informationObsessive-compulsive disorder
Obsessive-compulsive disorder Obsessive-compulsive disorder An anxiety disorder characterized by involuntary thoughts, ideas, urges, impulses, or worries that run through one s mind (obsessions) and purposeless
More informationIL DHS/DMH DSM 5 Diagnoses Effective 10-1-2015 Target Population: Serious Mental Illness (SMI) for DHS/DMH funded MH services
IL DHS/DMH DSM 5 Diagnoses Effective 10-1-2015 Target Population: Serious Mental Illness (SMI) for DHS/DMH funded MH services ICD-10 DSM-V Description F22 Delusional Disorder F23 Brief Psychotic Disorder
More informationNeuropsychological Services at CARD
Neuropsychological Services at CARD Objectives Who are we? What do we do? Why do providers refer to us? Case Example Who We Are Neuropsychologists: Rebecca Vaurio, Ph.D.; Renee Folsom, Ph.D., Garland Jones,
More informationCRITERIA CHECKLIST. Serious Mental Illness (SMI)
Serious Mental Illness (SMI) SMI determination is based on the age of the individual, functional impairment, duration of the disorder and the diagnoses. Adults must meet all of the following five criteria:
More informationAnxiety, Depression, and ADD/ADHD The Holistic Approach for Children in the Classroom
Anxiety, Depression, and ADD/ADHD The Holistic Approach for Children in the Classroom Anxiety Facts 20% of American children are diagnosed with a mental illness Nearly 5 million children are diagnosed
More informationEFFECTIVENESS OF INTERVENTION PROGRAM FOR THE CHILDREN WITH ADHD
ISSN: 0973-5755 EFFECTIVENESS OF INTERVENTION PROGRAM FOR THE CHILDREN WITH ADHD Jayanthi. M* and S. Kadhiravan** ABSTRACT Attention Deficit Hyperactive Disorder [ADHD] is a disruptive behavior disorder
More information