BES31412 ADHD

Low birth weight, Maternal smoking/alcohol/drug use, Meningitis and brain injury, Chemical imbalance

4 risk factors of ADHD

age 4; age 12

Onset of ADHD occurs before ____ and invariably before age _____.

ages 8-10

Peak age for diagnosis of ADHD is between ______; however patients with the predominantly inattentive type may not be diagnosed after adolescence.

Inattention, Impulsivity, Hyperactivity

3 core symptoms of ADHD

Inattention

3 Core Symptoms and Signs of ADHD

• Tends to appear when a child is involved in tasks that require vigilance, rapid reaction time, visual and perceptual search, and systematic and sustained listening 

Impulsivity

3 Core Symptoms and Signs of ADHD

• Hasty (unplanned, not deliberate) actions that have the potential for a negative outcome (e.g., in children, running across a street without looking in adolescents and adults, suddenly quitting school or a job without thought for the consequences) 

Hyperactivity

3 Core Symptoms and Signs of ADHD

• Involves excessive motor activity; restless, always on the go 

• Children, particularly younger ones, may have trouble sitting quietly when expected to (e.g., in school or church). 

• Older patients may be fidgety, restless, or talkative—sometimes to the extent that others feel worn out watching them.

Motor incoordination or clumsiness, Nonlocalized, “soft” neurologic findings

Although there are no specific physical examination or laboratory findings associated with ADHD, signs can include…

6 months

Symptoms of ADHD must be present for more than or equal to ______.

ADHD-Inattentive, ADHD-Hyperactive, ADHD Combined Type

3 ADHD Subtypes

Dopamine/Noradrenaline (norepinephrine)

Is needed to help support chemical messengers (neurotransmitters); people with ADHD do not have enough of this chemical to get the message across. 

Reticular Activating System

Dysfunction contributes to symptoms of ADHD

Executive functions

• _______ or the “conductor of the brain” is the process of the mind gathering together and making sense of all the information we receive from our instruments or senses. 

  • Helping us to create meaning from what we see, hear, touch, taste, and experience, _________ also allows us to focus our attention, learn and think about new information, and make connections to what we already know

Executive Function Dysfunction

Children and young people with ADHD can have difficulties in these areas which in turn can have a impact on their ability to perform tasks, pay attention, remember detail and organize themselves.

Working Memory

• A place where our memory works to gather sensory input, hold it, process it, manipulate it and also encode and retrieve information from long-term memory. 

Alan Baddeley

The concept of Working Memory is attributed to _________’s well-researched model.

Working Memory

On the one hand, it uses the “visual-spatial sketch pad” to create internal visual and spatial aids to assist memory.

Inhibitory Control

• helps us manage four essential skills: 

  • Helps us focus on what we are learning and block distractions 

  • Manages our mind and allows us to engage in metacognition or thinking about our thinking 

  • Enables self-regulation skills and emotional control 

  • Helps us regulate our surroundings

    • For instance, you may choose a quiet location when doing your work or sit at a desk with the needed materials.

Cognitive Flexibility

• about keeping our brains flexible and limber. 

• It offers three skills: 

  • Involves switching activities and shifting focus, such as moving from one assignment to the next 

  • Revolves around the idea that different situations have different rules 

  • Requires switching a point of view which enables us to consider situations from many vantage points 

• __________ helps us to make the best decisions in novel situations.

Impulse Control, Organization, Working Memory, Planning and Prioritizing, Emotional Control, Task Initiation, Self-Monitoring, Flexible Thinking

8 Executive Functions

Impulse Control

8 Executive Functions

Ability to stop and consider behaviors and consequences prior to acting

Organization

8 Executive Functions

Ability to keep track of things physically and mentally

Working Memory

8 Executive Functions

Ability to access skills and tools from memory to complete tasks and work toward goals

Planning and Prioritizing

8 Executive Functions

Ability to conceptualize and plan to meet a specific goal/task 

Emotional Control

8 Executive Functions

• Ability to manage emotions (keeping feelings in check) to move forward 

• Ability to regulate emotions

Task Initiation

8 Executive Functions

• Ability to start and finish tasks without procrastination 

Self-Monitoring

8 Executive Functions

• Ability to view and evaluate oneself, including one’s actions, consequence, emotions, thinking 

Flexible Thinking

8 Executive Functions

• Ability to adapt to changing situations in the environment 

• Ability to see nuance and “grey areas”

Oppositional Defiant Disorder

Conduct VS Oppositional Defiant Disorder

Characterized by angry or irritable mood, argumentative or defiant, and vindictiveness, prone to talking back to authority, temperamental outbursts

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

Characterized by aggression, destruction, deceitfulness or theft, and serious violations

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

More symptoms related with physical violence (may include sexual violence)

Oppositional Defiant Disorder

Conduct VS Oppositional Defiant Disorder

Less symptoms related with physical violence (more on verbal manifestations)

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

Duration of symptoms is at least 12 months

Oppositional Defiant Disorder

Conduct VS Oppositional Defiant Disorder

Duration of symptoms is at least 6 months

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

Has three subtypes

Oppositional Defiant Disorder

Conduct VS Oppositional Defiant Disorder

No specified subtype

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

Affective-oriented risk factors

Oppositional Defiant Disorder

Conduct VS Oppositional Defiant Disorder

Both affective and cognitive-oriented risk factors

Conduct Disorder

Conduct VS Oppositional Defiant Disorder

No specifier on limited prosocial emotions

Oppositional Defiant Disorder

Has specifiers on limited prosocial emotions