ATTENTION DEFICIT

HYPERACTIVE
DISORDER

A PRESENTATION BY SHETEOLU H.O

 ABSTRACT
This presentation provides a concise overview of Attention Deficit
Hyperactivity Disorder (ADHD), focusing on its causes, diagnostic criteria, and
treatment options. ADHD is a complex neurodevelopmental disorder
characterized by persistent patterns of inattention, hyperactivity, and
impulsivity. Genetic, environmental, and neurobiological factors contribute to
its etiology. Accurate diagnosis, using the Diagnostic and Statistical Manual of
Mental Disorders, 5th Edition (DSM-5) criteria and comprehensive
assessments, is crucial for effective management. Treatment approaches
involve a multimodal approach, including behavioral interventions and
pharmacotherapy. Stimulant medications and non-stimulant alternatives have
shown efficacy in reducing core symptoms. Enhancing understanding of
ADHD is essential for improving outcomes and quality of life for individuals
affected by the disorder.
 Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder is a neurodevelopmental

disorder that affects individuals of all ages, particularly children
and adolescents.

ADHD is a chronic condition characterized by persistent patterns

of inattention, hyperactivity and impulsivity that significantly
impair an individual’s functioning and development.
 CLASSIFICATION

ADHD can be classified into three types:

• Predominantly inattentive presentation
• Predominantly hyperactive impulsive presentation
• Combined presentation
PREDOMINANTLY INATTENTIVE PRESENTATION

This is a neurobehavioral disorder that is characterized

primarily by inattentive concentration or a deficit of
sustained attention, such as procrastination, hesitation and
forgetfulness.

It is diagnosed if the symptoms have been present for the

past six months in children and adolescents.
 SYMPTOM
For a child to be diagnosed, he must exhibit six of the
following nine symptoms across a range of environments
within a period of six months. They include:
• Lack of attention to detail
• Trouble staying focused
• Frequent spaciness
• Difficulty following instruction
• Lack of organization
• Easily distracted
• Forgetfulness
• Often misplacing possessions
• Difficulty sustaining mental effort
 TREATMENT

• Decrease the distraction

• Use proximity
• Make eye contact
• Have their attention before you begin to speak
• Realise that “uh-huh” doesn’t mean a whole lot
• Teach them to use reflective listening
• Teach self monitoring
• Recognise different thinking styles.
 PREDOMINANTLY HYPERACTIVE IMPULSIVE
PRESENTATION

This is a neurobehavioral disorder that is characterized by

hyperactivity( moving constantly including in situations where
this is not appropriate, fidgeting, excessive talking, restlessness)
and impulsivity(making hasty, unplanned actions such as
interrupting others or making big decisions without considering
consequences, desire for immediate rewards.
 SYMPTOMS

• Fidgeting and squirming

• Nonstop talking
• Trouble doing quiet task
• Not having patience
• Interrupting conversations
• Trouble waiting for a turn
• Constantly leaving their seat, jumping
 TREATMENT

• Show yourself compassion

• Identify weak spots
• Remove triggers
• Create obstacles
• Create a gap between impulse and action
• Imagine the future
• Learn emotional management skills
• Plan ahead
• Keep the right company
• Consider professional support
 COMBINED PRESENTATION

This is a neurobehavioral disorder that is characterized by both

hyperactive-impulsive presentation and inattentive presentation.
It can be diagnosed if a person under the age of 17 exhibits six or
more of the symptoms or if an adult has five of the symptoms.
It is always more complex than a person with single presentation
but it doesn’t necessarily mean the symptoms are more disruptive
than in someone with only one type of presentation.
 What to expect from someone with combined-type ADHD

• They are always impulsive and hyper

• Difficulty reaching their full potential at school or work
because their symptoms interfere with their ability to complete
tasks.
• Trouble making friends although majority of them form
meaningful friendships.
• They are at increased risk for conditions which include:
learning disorders, depression, anxiety, behavioral problems.
 TREATMENT

This type can be treated with:

• medications that can help reduce symptoms
• Behavioral adaptations that can help a person control
the symptoms they still have.
 MEDICATIONS

Stimulants which include:

• Ritalin (methylphenidate)
• Adderall which is a combination of amphetamine and
dextroamphetamine.
Ritalin influences dopamine and norepinephrine activity in the brain.
Adderall works by changing the amount of certain natural substances
in the brain. They both help to increase ability to pay attention, stay
focused on an activity and control behavioral problems.
 MEDICATIONS CONTD

Non-stimulants which include:

• Strattera(atomoxetine)
• Qelbree(viloxazine), which work more slowly but the
effects may last longer.

In some cases, a combination of stimulant and non-

stimulant treatments may be recommended.
 BEHAVIORAL INTERVENTIONS

• Behavioral therapy: This aims to increase positive

behaviors and decrease negative or risky behaviors.

• Social skills training: Therapy that help people better

understand and abide by social cues.

• Organizational skills training: This method helps the

person develop methods to combat forgetfulness and
disorganization.
 RISK FACTORS

There is no particular cause as to why ADHD occur yet but

the following are risk factors:
• Genetic factors: Research suggests a strong genetic
component in the development of ADHD. Specific genes
involved in neurotransmitter regulation and brain
development have been implicated.
• Environmental factors: Prenatal exposure to tobacco
smoke, alcohol, or certain drugs as well as low birth
weight, premature birth and lead exposure may increase
risk of ADHD.
• Neurobiological factors: Abnormalities in brain structure
and functioning, particularly in regions responsible for
attention, impulsivity control and executive functions
have been observed in individuals with ADHD.
 Managing Symptoms: Staying Healthy

Being healthy is important for all children and can be

especially important for children with ADHD. In addition to
behavioral therapy and medication, having a healthy
lifestyle can make it easier for your child to deal with
ADHD symptoms. Here are some healthy behaviors that
may help:
•Developing healthy eating habits such as eating plenty of
fruits, vegetables, and whole grains and choosing lean
protein sources
•Participating in daily physical activity based on age
•Limiting the amount of daily screen time from TVs,
computers, phones, and other electronics
•Getting the recommended amount of sleep each night
based on age.
 CONCLUSION

As a Nursing student, having a thorough understanding

of ADHD is crucial for providing effective care and support
to individuals with the disorder. By recognizing the
symptoms, understanding the etiology and being familiar
with the management strategies, nurses can play a vital role
in improving the lives of individuals with ADHD and
promoting their overall well-being. With empathy,
education, and evidence-based practices, nurses can make a
significant difference in the lives of those affected by
ADHD.
 REFERENCES

1. American Psychiatric Association. (2013). Diagnostic and statistical

manual of mental disorders (5th ed.). American Psychiatric Publishing.
2. Cortese, S., et al. (2018). Comparative efficacy and tolerability of
medications for attention-deficit hyperactivity disorder in children,
adolescents, and adults: A systematic review and network meta-analysis.
The Lancet Psychiatry, 5(9), 727-738.
3. Cortese, S., et al. (2020). Practitioner review: Current best practice in the
management of adverse events during treatment with ADHD medications
in children and adolescents. Journal of Child Psychology and Psychiatry,
61(3), 321-336.
4. Faraone, S. V., et al. (2015). Genetics of attention deficit hyperactivity
disorder. Molecular Psychiatry, 20(3), 293-302.
5. Pelham Jr., W. E., et al. (2016). Treatment sequencing for childhood
ADHD: A multiple-randomization study of adaptive medication and
behavioral interventions. Journal of Clinical Child & Adolescent
Psychology, 45(4), 396-415.
6. Sonuga-Barke, E. J., et al. (2021). Nonpharmacological interventions for
ADHD: Systematic review and meta-analyses of randomized controlled
trials of dietary and psychological treatments. American Journal of
Psychiatry, 178(5), 449-464.
THANK YOU!