INCLEN Module on Attention-Deficit/Hyperactivity Disorder
|
|
- Ginger Kennedy
- 7 years ago
- Views:
Transcription
1 NEURODEVELOPMENTAL DISABILITIES AMONG CHILDREN IN INDIA: AN INCLEN STUDY INCLEN Module on Attention-Deficit/Hyperactivity Disorder THE INCLEN TRUST INTERNATIONAL - 1 -
2 1. LEARNING OBJECTIVES OF THE MODULE OBJECTIVES After completing this module, the participant should be able to: Describe the clinical features of ADHD and understand the subtypes of ADHD Use the Consensus Clinical Criteria to diagnose ADHD 2. INTRODUCTION Attention-deficit/hyperactivity disorder (ADHD) refers to a constellation of inappropriate behaviors found in many children and adults. The essential feature of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity. These features are more frequently displayed and more severe than typically observed in a child at a comparable level of development. A child with ADHD may be unusually active and/or impulsive for their age. Children with ADHD have trouble paying attention in various settings like at school, at home or at work. These behaviors may contribute to significant problems in social relationships and learning. For this reason, children with ADHD are sometimes seen as being "difficult" or as having behavior problems. Critical concepts 2.1 Definition Although there is no single, comprehensive and concise definition of ADHD, the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, Text revision (DSM-IV-TR; American Psychiatric Association, 2001) defines three specific elements of Attentiondeficit/hyperactivity disorder. Inattention Impulsivity Hyperactivity Diagnosis of ADHD Developmentally inappropriate levels of Inattentiveness, Impulsivity and Motor activity AND In at least two (2) settings (home/ school / play) AND Symptoms present for at least 6 months Onset before 7 years of age Behaviours result in significant handicap in academic, occupational and social functioning The symptoms should be inconsistent with developmental level and should have persisted for at least six months, to a degree that is maladaptive and inconsistent with developmental level and causes impairment. The symptoms should be present in two or more settings (e.g. at school or - 2 -
3 work, and at home) and there must be clear evidence of clinically significant impairment in social, academic or occupational functioning. 2.2 Description Based on the predominant symptoms, ADHD may be one of the three subtypes: ADHD predominantly inattentive type ADHD predominantly hyperactive-impulsive type ADHD combined type 3. CLINICAL SPECTRUM 3.1 Clinical Features Symptoms of ADHD appear gradually over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention. Parents may seek help when the child's hyperactivity, distractibility, poor concentration and impulsivity begin to affect performance in school, and social relationships with other children or behavior at home. In order to meet the diagnostic criteria, the abnormal behaviors must be excessive, long-term, and pervasive, as described below. Although the behaviors must appear before the age of seven years and should continue for at least six months; the child should be at least 6 years old before a diagnosis of ADHD can be made with certainty. A crucial consideration is that the behaviors must create a handicap in the academic and social settings of a child's life. Some common symptoms of ADHD include: Often fails to give close attention to details or making careless mistakes Often blurts out answers before hearing the whole question Often has difficulty sustaining attention to tasks Often appears not to listen when spoken to directly Often fails to follow instructions carefully and completely Loses or forgets important things Feels restless, often fidgets with hands or feet Runs or climbs excessively in inappropriate situations Often talks excessively Often has difficulty in waiting for his/her turn while playing The DSM-IV TR diagnostic criteria list the common clinical features which are helpful in making the diagnosis. Early Pointers to ADHD Motor Restlessness Aggressive play Argumentative and excessive temper tantrums Often blurts out answers before hearing the whole question Excessive demand for parents / teachers attention Hates waiting and gets bored easily Attention Deficit /Hyperactivity Disorder - 3 -
4 3.2 Early Pointers to ADHD There are some unusual features in the behavior of the child even in early years of childhood which may hint towards this disorder. Toddlers and pre-school children Hyperactivity Always moving Being on the go Changes the focus of activity frequently Appears to be without purpose or goal Marked clumsiness, accident prone Examples: Frequently leaves table during meal, can t sit still while listening to a story, in continuous state of motion even when watching television. Impulsivity Shifts activities unpredictably Behavior may be disruptive and dangerous even without provocation Often blurts out answers before hearing the whole question Does not listen to parents Does not learn from mistakes Unresponsive to praise or punishment Example: The child can not wait for his/her turn during play activities Inattention Easily distractible Does not complete activities Cannot play alone Very disorganized Common comorbidities in children with ADHD Cannot deal with complex stimuli in a planned way Example: The child cannot concentrate on a single activity for more than a few minutes and shifts to another activity frequently. However, since these features may be a reflection of the upper limit of normal development (for that age) or inappropriate parental responses to maladaptive behavior, it is imperative that the child is not labeled as suffering from ADHD until he is at least 6 years old. Learning disabilities Conduct disorders 3.3 Significant Co morbidities Learning Disabilities: Approximately 20 to 30 percent of ADHD children may also have a learning disorder. Behavior of disobedience, defiance and stealing are not uncommon in older children with ADHD and may progress to Oppositional Defiant Disorder or Conduct Disorder
5 3.4 Natural History/Course The course of ADHD is highly variable. Symptoms may remit at puberty or persist into adolescence or adulthood. In some cases, the hyperactivity may disappear but the attention span and problems with impulse control may persist. Overall, the outcome of ADHD in childhood seems to be related to the degree of persistent co-morbid psychopathology, especially conduct disorder, social disability and chaotic family factors (no rules in family, no proper communication among the family members etc.) 4. DIFFERENTIAL DIAGNOSIS Vision and /or hearing impairment Other psychiatric disorders like Conduct Disorder, Oppositional Defiant Disorder. Learning disorders are often mistaken for ADHD because of the poor school performance common to both conditions. Psychosocial stresses such as child abuse or neglect, loss of close family member may result in symptoms mimicking inattention Some drugs such as phenytoin, phenobarbitone may also result in side effects similar to ADHD especially attention deficit type Absence epilepsy Inappropriate school or home environment 5. DIAGNOSIS 5.1 Diagnostic Criteria Consensus Clinical Criteria: The criteria for diagnosis of Attention-Deficit/Hyperactivity Disorder in children are based on the best currently available evidence and/or consensus among the National and International experts, using minimal investigations, to serve the needs of resource-constrained settings. In this community based study, DSM IV TR criteria will be used to make definite diagnosis for children aged 6-9 years. Consensus Clinical Criteria (CCC) for diagnosis of Attention-Deficit/Hyperactivity Disorder 1 A. Either (1) or (2) 1 Six or more of the following symptoms of inattention have persisted for at least six months to a degree that is inconsistent with developmental level and maladaptive Inattention (a) Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities. (b) Often has difficulty sustaining attention in tasks or play activities. (c) Often does not seem to listen when spoken to directly. Tick()if symptom present 1 Source: Diagnostic & Statistical Manual of Mental Disorders Fourth Edition- Text Revision (DSM IV-TR) Attention Deficit /Hyperactivity Disorder - 5 -
6 (d) Often does not follow through on instructions and fails to finish school work, chores or duties in the workplace (not due to oppositional behavior or failure to understand instructions). (e) Often has difficulty in organizing tasks and activities. (f) Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework). (g) Often loses things necessary for tasks or activities (e.g. toys, school assignments, pencils, books, or tools). (h) Is often easily distracted by extraneous stimuli. (i) Is often forgetful in daily activities. 2 Six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is inconsistent with developmental level and maladaptive: Hyperactivity (a) Often fidgets with hands or feet or squirms in seat. (b) Often leaves seat in classroom or in other situations, in which remaining seated is expected. (c) Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness). (d) Often has difficulty playing or engaging in leisure activities quietly. (e) Is often "on the go" or often acts as if "driven by a motor. (f) Often talks excessively Impulsivity (g) Often blurts out answers before the questions have been completed (h) Often has difficulty awaiting turn Tick() if present (i) Often interrupts or intrudes on others (e.g. butts into conversations or games) B Some hyperactive-impulsive or inattentive symptoms that cause impairment were present before age 7 years. C Some impairment from the symptoms is present in two or more settings [e.g. at school (or work) and at home]. D There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. E The symptoms do not occur exclusively during the course of autism spectrum disorder or not better accounted for by another mental disorder ADHD subtypes ADHD Combined type - if both criterion A1 and criterion A2 are met for at least 6 months ADHD Predominantly inattentive type if criterion A1 is met but criterion A2 not met for the past 6 months ADHD Predominantly hyperactive-impulsive type if criterion A2 is met but criterion A1 is not met for the past 6 months The diagnosis of ADHD can not reliably be made in children younger than 6 years of age. Hence the consensus clinical criteria should be applied only to children aged 6 years and above. All the criteria i.e A1 / A2, B, C and D must be fulfilled to make a diagnosis of ADHD according to CCC
7 5.2 Evaluation procedure for diagnosing ADHD Assessment for ADHD Age < 6 years DO NOT apply CCC for ADHD 6 years Evaluate for ADHD using CCC A1 Positive B, C, D fulfilled ADHD Inattentive type * A2 Positive B, C, D fulfilled ADHD (Hyperactiveimpulsive type)* A1 and A2 Positive B, C, D fulfilled ADHD Combined type* A1 & A2 negative, B not fulfilled and C, D fulfilled A1 & A2 negative and BCD fulfilled A is positive and B not fulfilled but C, D fulfilled A1 and A2 negative and B, C, D not fulfilled A1 positive or A2 positive or A1 & A2 positive and B C D not full filled Indeterminate No ADHD *Those with criteria fulfilling as ADHD but if symptoms can be explained by autism and or ID they should be categorized as indeterminate and TAG review to be obtained Source: Developed and validated by INCLEN TAG members
8 5.3 INCLEN Instrument for Diagnosis of Attention-Deficit/Hyperactivity Disorder (II-FDA) This instrument consists of a parental questionnaire to look for the characteristic behaviours based on the DSM-IV TR criteria for diagnosis of ADHD (Annexure-1). An essential prerequisite for use of this instrument is that the mother / primary caregiver be present during the assessment. The psychologist administering the questionnaire will read the questions verbatim aloud to the mother / primary caregiver. The questions can be repeated and elaborated if the mother / primary caregiver is unable to understand. Age and culturally appropriate examples have been provided within the instrument and if the need arises, then further examples may be provided by the psychologist to help the mother / primary caregiver understands the question. Responses are recorded in the form of Yes or No. There are eighteen questions in the instrument to elicit eighteen criteria of DSM-IV TR. These eighteen questions are divided into two major domains i.e. inattention and hyperactivity-impulsivity, with nine questions in each domain. There are additional questions to elicit information regarding onset and duration of symptoms, and to look for presence of impairment due to these symptoms at school, home or in social settings. Management / Treatment Behavioral and psychological treatment Pharmacological Management of associated problems / comorbidities 5.4 Other Relevant Investigations [NOTE: Not included as part of the this study] Thyroid function tests and blood lead level estimation may be carried out if suggestive features are present. These include cold intolerance, constipation and short stature in hypothyroidism and residence in an industrial area with likelihood of exposure to lead in chronic lead exposure. Hemogram and/or serum iron status to rule out iron deficiency, as iron deficiency may also cause symptoms similar to ADHD. 6. BROAD PRINCIPLES OF MANAGEMENT 6.1 Management of Primary Problem There are various treatment options for symptoms of inattention and hyperactivity which may be given concurrently. These are mentioned in detail below. Behavioral and Psychological Treatment This is an integral component of management and complete elaboration is beyond the scope of this module. Readers may refer to relevant texts. Some of the techniques that are used are: Reinforcement of positive behaviors by praise or by providing incentives like (gold star or happy face ) in daily consistency charts Provide a distraction-free environment in school and at home for children Social skills training Adapting tasks to the child s abilities - 8 -
9 Pharmacological treatment It includes use of: Stimulant medications: Methylphenidate and Norepinephrine reuptake inhibitors (Atomoxetine) Non-stimulant medications: These are useful in around 30% of children who may not tolerate or respond to stimulant medicines. These include Tricyclic antidepressants, selective Serotonin Receptor Inhibitors etc. 6.2 Management of Associated Problems/ co-morbidities Specific learning disability: special education and remedial teaching Oppositional Defiant Behavior (negativistic, defiant, disobedient, and hostile behavior toward authority figures): Behavior modification techniques and management. Conduct Disorder: Behavior modification and appropriate medication Anxiety and depression: Medication and psychological intervention Epilepsy: use of anti epileptic drugs Tourette Syndrome (A disorder of recurrent, multiple motor and vocal tics with onset before the age of 18 years): Pharmacological treatment has some role, 6.3 Steps for Prevention Primary Avoiding environmental risk factors such as maternal smoking during pregnancy and lead exposure. Secondary Early identification of the symptoms and early institution of appropriate treatment Tertiary In school Provision of integrated and inclusive education in schools Close monitoring in the classroom, preferably seated in the front row in the class Predictable schedules and brief study periods Special education and remedial teaching At home Regular daily routine Reinforcement of good behavior Loving but consistent and firm behavior with the child Support groups help parents connect with other people who have similar problems and concerns Attention Deficit /Hyperactivity Disorder - 9 -
10 6.4 Referral Pattern High index of suspicion and early identification: o By increasing awareness among parents, primary physicians, pediatricians and teachers (play schools and regular schools). Creating a network of agencies that can diagnose such children so that appropriate and timely referral can be possible. 6.5 Special Benefits There are no special benefits for children with ADHD except in the State of Maharashtra, where extra time and writer for examinations are allowed. 6.6 Support to the family with an affected child The multidisciplinary team can counsel the child and the family, helping them to develop new skills, attitudes, and ways of relating to each other. Assist the family in finding better ways to handle the disruptive behaviors and promote change. In a young child, parents should be taught techniques for coping with and improving the child's behavior
11 7. CASE VIGNETTES Case vignette 1: Understanding the symptoms of ADHD Prabhat, aged nine, has been referred to a child Psychiatrist at the request of his school teacher, because of the difficulties he creates in class. His teacher complains that he is so restless that the rest of the class is unable to concentrate. He is hardly ever in his seat and roams around in the class, talking to other children while they are working. He seems to have no control over his behavior which is unpredictable and can even be quite outrageous. His mother says that Prabhat s behavior has been difficult since he was a toddler. Even when he was around 4-years old he was unbearably restless, demanding and forgetful about his daily activities. He required little sleep and awoke before anyone else. When he was five, he had managed to unlock the door of the house and wander off into a busy main street. Fortunately, he was rescued from the oncoming traffic by a passerby. He was asked to leave a play school because of his difficulty in following instructions and paying attention in class. Presently he avoids doing his home work. He has minimal interest in TV (only a few selected programs), and dislikes games or toys that require prolonged concentration or patience. At home he prefers to be outdoors. However, he is not popular with other children because he cannot await his turn and picks up fights easily. When he plays with toys, his games are messy and destructive, and his mother cannot get him to keep his things away tidily. A clinical diagnosis of ADHD is made based on DSM IV TR criteria. Q. What symptoms of ADHD does Prabhat have? List out his symptoms of inattention, hyperactivity & impulsivity separately? A. Hyperactivity: Restlessness, difficult to sit at one place Impulsivity: Starts doing something outrageously, demanding, messy and destructive Inattention: Failing to give close attention to details, problem in concentration, not following instructions despite understanding them, difficulty in organizing his activities, forgetful about daily activities and avoiding activities that require sustained mental effort. Q. Why do you think Prabhat fits into the diagnosis of ADHD? A. Only inattention Prabhat s behavior typically demonstrates the characteristic inattention symptoms of ADHD (A1-a, b, d, e, f, i). Attention Deficit /Hyperactivity Disorder
12 Case vignette 2: Application of CCC to diagnose ADHD Harpreet, an 8 year old boy was brought to the OPD with complaints of pharyngitis. Through the open door, the physician noted that the child was pushing others, running about and jumping from one bench to the other when he was waiting outside. His mother was having trouble trying to restrain him. However, on entering the doctor s room, he was an alert, quiet child who however kept on getting distracted by noises outside. On inquiry, the parents said that the child has been like this since 6 years of age and frequently engages in dangerous activities like jumping from walls, running on the road and breaking household objects,. His teachers also frequently complain that his behavior disturbs others in the classroom during classes. He often leaves the seat in class and when seated fidgets with hands or feet. Nobody wants to sit next to him. Even while playing in school he cannot remain engaged in one game for more than ten minutes. While playing cricket he can not wait for his turn for batting. There is a history of changing three schools (from convent to Hindi medium to government school) with in one year time due to inability to cope with studies. His parents have consulted three different doctors. All reassured them that the child was slightly hyperactive, but would eventually grow out of the problem. Q. Apply consensus clinical criteria to see if Harpreet has ADHD? A. Harpreet fulfills the following criteria A2- a, b, c, d, e (Hyperactivity) and h (Impulsivity). These symptoms have been persisting for about one year and affecting his school performance. Onset of symptoms was around 6 years of age. Hence, a diagnosis of ADHD can be made using CCC. Q. Do you think is he likely to grow out of the problem? A. Growing out of hyper activity is a misconception among many doctors, educationalists and parents Case Vignette 3: Application of Consensus Clinical Criteria Ramesh, a six year old boy, was admitted in school 4 months back. He was brought to the psychologist by his mother along with his school teacher. She was concerned that, Ramesh has difficulty in concentrating in the class and got easily distracted. She had been noticing these behaviours during past three months. She also felt that Ramesh talked too much and often made careless mistakes in his home work book. His mother complained that he often lost pencils and note books in school. However she said that he could organize his activities like preparing his school bag and keeping his toys in their place. He could also get ready for school on his own including tying shoe laces and buttoning. Q: Can we make a diagnosis of ADHD based on CCC? Justify your answer? A: No; although Ramesh has some symptoms of inattention and hyperactivity, he does not have ADHD. Reasons are: these symptoms are mainly present in school environment. He has no problems at home. Moreover, he has these symptoms for past three months only. Hence, at this point of time, he does not fulfill the CCC for diagnosis of ADHD
13 ANNEXURE I INCLEN Instrument for Diagnosis of Attention-Deficit Hyperactivity Disorder Name of the Child: Date of Birth: DD/MM/YYYY Age (In months): Sex: (Male-1; Female-2) Complete Address: Phone number: Date of Assessment: DD/MM/YYYY Name of the Assessor: INSTRUCTIONS FOR ADMINISTRATION Primary caregiver must be present during the assessment for history along with child The informant should have been staying with the child for at least 6 months The behavior in question i) should be present currently and a usual feature ii) should have been present for the last 6 months Explain to the parents that the behaviors should be compared with children of same age and background Ask the questions verbatim Question can be repeated if the respondent cannot understand. Still, if the respondent cannot understand, examples for the particular behavior may be provided which are appropriate to the child s background (rural/ urban, school going/ not school going) No further elaboration is allowed Attention Deficit /Hyperactivity Disorder
14 SECTION: A Questionnaire for eliciting ADHD diagnostic criteria A 1 Inattention a Does your child often fail to give close attention to details (e.g., makes careless mistakes in school/homework or is careless/ messy in other activities)? b Does your child often have difficulty in concentrating while playing or doing his/ her homework? c Does your child often have trouble in paying attention when somebody is talking to him/her? d Does your child often does not follow instructions despite understanding them and not due to disobedience? If Yes, due to this is he/she often unable to complete his/her works in time? (If response to BOTH the questions is YES, then mark it as YES If response to first part is YES and second part is NO, then mark it as NO ) e Does your child often have difficulty in doing his/her home work, getting ready for school, putting toys back to their place on his own? f Does your child often avoid activities that require sustained mental efforts? (e.g., homework/class work, looking at picture book, listening to story). Encircle the appropriate response g Does your child often loses things e.g. books, pencils, toys etc. Yes No h Does your child often lose concentration due to little distractions (e.g., traffic, road vendors, animal sounds) and lose track of what he/she was doing at that time? Yes No i Is your child more forgetful in daily activities compared to other children of his/her age? (e.g., bathing, dressing, brushing teeth) Yes No A 2 Hyperactivity- Impulsivity a Does your child often appear restless (e.g., tapping finger, moving hands and feet, twisting the body when seated, squirming) Yes No b Does your child often leave his/her seat in the middle of a class or meal? Yes No c Does your child often run about/ climb excessively in places where it is inappropriate? e.g., Excessive running/jumping/climbing in the class room or at Yes No home, running about during prayers. d Does it seem that often he/she is unable to engage in play quietly? (e.g., playing board games, building mud houses, playing with dolls [add group activity relevant Yes No to culture]) e Is your child running around most of the time, even while inside the house or in the market (as if driven by a motor) Yes No f Does your child often talk excessively? Yes No g During conversations, does your child often start answering questions even before the question has been completed? Yes No h While participating in group activities, is it often difficult for your child to wait for his/her turn? Yes No i Does your child frequently interrupt others conversation? (OR) Does your child frequently interrupt the games being played by other children? Yes No Yes Yes Yes Yes Yes Yes No No No No No No
15 SECTION B: Complete this section based on the responses from section A (1-2) and further history taking (3-7) 1. Number of YES responses in A1 of section A (Inattention) 0: Less than six 1: Six or more 2. Number of YES responses in A2 of section A (Hyperactivity-Impulsivity) 0: Less than six 1: Six or more 3. Did the child have some of these symptoms or problems before 7 years of age? 0: No 1: Yes 4. Have these symptoms led to any of the following problems? (Tick () the problems present in the child) - Frequent fights with other children - No / few friends - Frequent scolding by parents - Very frequent injuries - Frequent complaints from teachers - Poor school performance 0: No (None of the above problems) 1: Yes (One or more of the above problems is present) 5. Can these symptoms be explained by Autism and/or Intellectual Disability? 0: No 1: Yes 6. Brief comments about the child s condition: (Additional notes & observation during the interview) 7. Diagnosis 0: No ADHD (Response to both 1 to 4 is 0 and / or 5 is 0 or 1 ) 1: ADHD (Response to 1 and or 2 is 1, 3& 4 is 1 and 5 is 0 ) 8: Other NDD (Response to 1 to 4 is 0 and 5 is 1 ) 9: Indeterminate (Response to 1, 2 and 3 is 0 But 4 is 1 OR Response to 1 & 2 is 0 & 3, 4 is 1 OR Response to 1 & 2 is 1 & 3 is 0 & 4 is 1) 8. If Q No. 7 is 0 or 9, then enquire Is the child on any medication or any non medical intervention for ADHD 0: No 1: Yes Name of the Assessor Signature of the Assessor Date of assessment Attention Deficit /Hyperactivity Disorder
Interview 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 informationUCLA-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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 informationAttention Deficit/Hyperactivity Disorder (ADHD)
Attention Deficit/Hyperactivity Disorder (ADHD) What is it? ADHD is an acronym for Attention-Deficit/Hyperactivity Disorder. It is a neurological brain disorder that is marked by a continual pattern of
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 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 informationSample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems
Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives
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 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 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 informationADHD. Introduction. What is attention deficit hyperactivity disorder (ADHD)? What are the signs of ADHD? Inattention Impulsive Hyperactivity
Introduction What is attention deficit hyperactivity disorder ()? EDS 245 Psychology in the School Huong Vo, Katie Stoddard, Christy Yates and Llecenia Navarro http://www.pediatricneurology.com/sound.htm
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 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 informationCopyright 2006: www.valueoptions.com Page 1 of 5
V-CODES RELATIONAL PROBLEMS DSM-IV-TR Diagnostic Codes: V61.9 Relational Problem Related to a Mental Disorder or General Medical Condition V61.20 Parent-Child Relational Problem V61.10 Partner Relational
More informationPsychology 282: Cognitive and Behavior Therapy Course Syllabus
Psychology 282: Cognitive and Behavior Therapy Course Syllabus Professor: Karen T. Carey, Ph.D. Office: Thomas Administration Room 132 Office Phone: 559-278-2478 Email: karenc@csufresno.edu Office Hours:
More informationADD/ADHD in the Classroom
ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting
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 informationConners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L)
Conners' Adult ADHD Rating Scales Self-Report: Long Version (CAARS S:L) By C. Keith Conners, Ph.D., Drew Erhardt, Ph.D., and Elizabeth Sparrow, Ph.D. Interpretive Report Copyright 00 Multi-Health Systems
More informationChild Welfare Trauma Referral Tool
Module 4, Activity 4F; Module 4, Activity 4G Child Welfare Trauma Referral Tool This measure is designed to help child welfare workers make more trauma-informed decisions about the need for referral to
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 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 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 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 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 informationSexual Behavior and Children: When Is It a Problem and What To Do About It
Sexual Behavior and Children: When Is It a Problem and What To Do About It The Harborview Center for Sexual Assault and Traumatic Stress has services to help families of children with sexual behavior problems.
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 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 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 informationIssue: Disorganized Students
Issue: Disorganized Students Strategies to Consider: Students of all ages struggle with organizational skills for many reasons and may include: Failure to learn (or be taught) organizational skills Immature
More informationADHD and Autism (and everything else in between) Dr Ankit Mathur Consultant Community Paediatrician
ADHD and Autism (and everything else in between) Dr Ankit Mathur Consultant Community Paediatrician Objectives Community Paediatric service pathways Importance of these conditions Case studies Differential
More informationEpilepsy and Neuropsychology Dr. Sare Akdag, RPsych
Epilepsy and Neuropsychology Dr. Sare Akdag, RPsych Most people living with epilepsy do not experience serious problems with their thinking. However, there are aspects of thinking that can be affected
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 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 informationSelf Assessment: Substance Abuse
Self Assessment: Substance Abuse Please respond TRUE (T) or FALSE (F) to the following items as they apply to you. Part 1 I use or have used alcohol or drugs for recreational purposes. I use alcohol despite
More informationADHD and Treatment HYPERACTIVITY AND INATTENTION (ADHD) Meghan Miller, MA, Stephen P. Hinshaw, PhD University of California, Berkeley, USA
HYPERACTIVITY AND INATTENTION (ADHD) ADHD and Treatment Meghan Miller, MA, Stephen P. Hinshaw, PhD University of California, Berkeley, USA February 2012 Introduction Attention-deficit/hyperactivity disorder
More informationAttachment 5 Arizona s Crosswalk for DC: 0-3R, DSM-IV-TR and ICD-10-CM 1
Arizona Department of Health Services/Division of Behavioral Health Services Practice Tool, Working with the Birth to Five Population Attachment 5 Arizona s Crosswalk for DC: 0-3R, DSM-IV-TR and ICD-10-CM
More informationOppositional Defiant Disorder Handout for Professionals. By Timothy M. Wagner
Oppositional Defiant Disorder Handout for Professionals By Timothy M. Wagner Eric: An oppositional defiant disorder case study This school sucks, and you can t tell me what to do anymore! seven-year-old
More informationBecause ADHD often continues into adulthood, this site also contains information on the diagnosis and treatment of ADHD in adults.
ADHD Basics What is ADHD? Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to
More informationNew Developments in the Treatment of ADHD in Children: How the Pharmacist and Pharmacy Technician Can Impact Care
New Developments in the Treatment of ADHD in Children: How the Pharmacist and Pharmacy Technician Can Impact Care Post-Test/Rationale EDUCATIONAL OBJECTIVES Upon completion of this activity, participants
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 informationADHD: Tips to Try. TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life.
ADHD: Tips to Try http://kidshealth.org/pagemanager.jsp?dn=kidshealth&lic=1&ps=207&cat_id=20690&art... Page 1 of 2 TeensHealth.org A safe, private place to get doctor-approved information on health, emotions,
More informationCollaborative Documentation on Daily Living Activities Regardless of Age
Collaborative Documentation on Daily Living Activities Regardless of Age Katherine Hirsch and Annie Jensen MTM Services http://www.thenationalcouncil.org/mtm-services/ 0 Learning Objectives Participants
More informationTeaching & Behavioral Challenges
Cook Children s 1 Part 1: Teaching & Behavioral Challenges Succeeding at the basic skills for daily living Michael Smith, M.A., Neuropsychology Department Cook Children s 2 This presentation This is a
More informationAcknowledging Children s Positive Behaviors What Works Brief Series Matt Timm and Sharon Doubet
Center on the Social and Emotional Foundations for Early Learning Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services Acknowledging Children s Positive
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 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 informationA Guide for Enabling Scouts with Cognitive Impairments
A Guide for Enabling Scouts with Cognitive Impairments What cognitive impairments are discussed in this manual? Autism Spectrum Disorder Attention Deficit Hyper Activity Disorder Depression Down Syndrome
More informationChris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory
Chris Bedford, Ph.D. Licensed Psychologist Clinic for Attention, Learning, and Memory WHO AM I? WHAT DO I DO? Psychologist at the Clinic for Attention, Learning, and Memory CALM Work with children, adolescents,
More informationMODULE 1.3 WHAT IS MENTAL HEALTH?
MODULE 1.3 WHAT IS MENTAL HEALTH? Why improve mental health in secondary school? The importance of mental health in all our lives Mental health is a positive and productive state of mind that allows an
More informationATTENTION DEFICIT DISORDERS EVALUATION SCALE - Third Edition (ADDES-3)
ATTENTION DEFICIT DISORDERS EVALUATION SCALE - Third Edition (ADDES-) Stephen B. McCarney, Ed.D. & Tamara J. Arthaud, Ph.D. Copyright 2004 The Attention Deficit Disorders Evaluation Scale - Third Edition
More informationHOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS
CENTER FOR EFFECTIVE PARENTING HOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS Parenting a chronically ill child is a challenge. Having a child with a chronic illness is stressful for any
More informationClassroom Interventions for Attention Deficit/Hyperactivity Disorder
Classroom Interventions for Attention Deficit/Hyperactivity Disorder This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity
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 informationADULT ASPERGER ASSESSMENT (AAA)
[ ADULT ASPERGER ASSESSMENT (AAA) PATIENT DETAILS Name: Sex: Date of birth: Appointment: Age (in years): John Airey male 20/09/1965 01/04/2010 44.5 SCREENING INSTRUMENT SCORES Autism-Spectrum Quotient
More informationDisruptive Behavior Disorders Structured Parent Interview
ID Number: Interviewer: Date: Disruptive Behavior Disorders Structured Parent Interview The Disruptive Behavior Disorders Structured Parent Interview should be administered by a trained clinician with
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 informationAcknowledge, Ask, Adapt Negotiation Practice
Sample Issue ~ Late for School Again Sunshine Center s Parent Handbook clearly outlines the center s policy that parents must have their children to the center by 9am at the latest. All parents review
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 informationFact Sheet: Asperger s Disorder
Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young
More informationPresented by the National Resource Center on ADHD
Presented by the National Resource Center on ADHD Gina Richman, PhD Kristi Phillips, PsyD Child and Family Therapy Clinic The Kennedy Krieger Institute and The Johns Hopkins University School of Medicine
More informationLast name: State/ Province: Home telephone number:
54 Ages & Stages Questionnaires 51 months 0 days through 56 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
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 informationADHD Treatment Home Management and School Accommodations Robin K. Blitz, MD. ADHD DIAGNOSTIC CLINIC Week 3
ADHD Treatment Home Management and School Accommodations Robin K. Blitz, MD ADHD DIAGNOSTIC CLINIC Week 3 ADHD Target symptoms Behavioral / Emotional Improvements in: Self-esteem Behavior in public places
More informationCharacteristics of Giftedness by Linda Kreger Silverman http://gifteddevelopment.com/what_is_gifted/characgt.htm
Characteristics Although each child is a unique individual and does not fit exactly any generalized description, the following information is provided to help teachers, administrators, parents, and the
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 informationChildren in the United States with attention deficit/
10.1177/1087054705281123 Journal Norvilitis, of Attention Fang / Perceptions Disorders of / November ADHD 2005 Perceptions of ADHD in China and the United States: A Preliminary Study Journal of Attention
More informationEDUCATING THE STUDENT WITH ASPERGER SYNDROME
EDUCATING THE STUDENT WITH ASPERGER SYNDROME Persons with Asperger syndrome (AS) share some of the same characteristics as individuals with autism, and there is debate on whether AS is an independent diagnostic
More informationWhy you should take a do it yourself ADD ADHD Test?
Why you should take a do it yourself ADD ADHD Test? ADD/ADHD diagnoses are always based on rigorous objective standards being followed. Right? Wrong! In most cases where ADD/ADHD patients are eventually
More informationObsessive Compulsive Disorder What you need to know to help your patients
Obsessive Compulsive Disorder What you need to know to help your patients By Renae M. Reinardy, PsyD, LP, and Jon E. Grant, MD Obsessive compulsive disorder (OCD) is a condition that affects millions of
More information