SEMINAR ON ATTENTION DEFICIT

HYPER ACTIVITY DISORDER

CAVERI JOGAMYA
ROLL NO.05
BScN3rd year
 INTRODUCTION
• Attention deficit hyperactivity disorders
most common neurodevelopment
disorders of childhood . It is usually first
diagnosed in childhood and often lasts
in to adulthood . Children with ADHD
may have trouble paying
attention ,controlling impulsive
behaviors ,(may act without thinking about
what the result will be)or overly active .
 DEFINITION
• ADHD is a "condition characterized
by severe problems of
attention ,hyperactivity and/or
impulsivity”.
 ETIOLOGY
• Unknown
• maturational abnormalities in brain
• Prenatal influences
• heredity
• damage of brain structure and function
 RISK FACTORS
• Family history of ADHD
• male relatives with antisocial
personality disorder or alcoholism
• female relatives with somatization
disorder
• Lower socio economic status
 Cont…
• Gender
• Neglect
• Abuse
• parental deprivation ; low birth weight
 TYPES OF ADHD
1. predominantly inattentive type
2. predominantly hyperactive -impulsive
type
3. combined type of ADHD
1.PREDOMINANTLY INATTENTIVE TYPE

SYMPTOMS:-
• Short attention span for age
• Difficulty listening to others
• Difficulty attending to details
• Easily distracted
• Forgetfulness
• Poor study skills
 2.PREDOMINANTLY HYPERACTIVITY-
IMPULSIVE TYPE
SYMPTOMS:-
• Has difficulty remaining in his/her seat
even when it is expected
• Talk excessively
• Has difficulty engaging in quiet activity
• loses or forgets things repeatedly and
often
3.COMBINED TYPE
 CLINICAL MANIFESTETION
• Difficulty paying attention during
task.
• Difficulty listening, even with
prompts and redirection.
• Hyperactivity
• Talks excessively
 Cont…
• Fidgets, climbs,unable to sit still or
play quietly
• Does not pay attention to social
cuses
• Impulsivity
• Blurts out answers before the
question has been completed.
 Cont….
• Has difficulty waiting for own turn
or being patient
• Interrupts in other’s conversations
and games
 DIAGNOSTIC CRITERIA
• People with ADHD show a persistent
pattern
of inattention and/or hyperactivity–
impulsivity that interferes with
functioning or development:
 Cont…
• Inattention: Six or more symptoms of
inattention for children up to age 16 years, or
five or more for adolescents age 17 years and
older and adults; symptoms of inattention
have been present for at least 6 months, and
they are inappropriate for developmental
level:
 Cont…
• Often fails to give close attention to
details or makes careless mistakes in
schoolwork, at work, or with other
activities.
• Often has trouble holding attention on
tasks or play activities.
• Often does not seem to listen when
spoken to directly.
 Cont…
• Often does not follow through on
instructions and fails to finish
schoolwork, chores, or duties in the
workplace (e.g., loses focus, side-
tracked).
• Often has trouble organizing tasks and
activities.
 Cont…
• Often loses things necessary for tasks
and activities (e.g. school materials,
pencils, books, tools, wallets, keys,
paperwork, eyeglasses, mobile
telephones).
• Is often easily distracted
• Is often forgetful in daily activities.
 HYPERACTIVITY AND IMPULSES
• Often fidgets with or taps hands or feet, or
squirms in seat.
• Often leaves seat in situations when
remaining seated is expected.
• Often runs about or climbs in situations
where it is not appropriate (adolescents or
adults may be limited to feeling restless).
COMORBITIES
 COMORBIDITIES
• Depressive disorders
• early onset substance abuse
disorders
• learning disorder
 TREATMENT
• NON PHARMACOLOGICAL TREATMENT:
Behavior therapy
• PHARMACOLOGIC THERAPY:
 ASSESMENT OF ADHD
• Assess the quality of the relationship
between the child and adolescent and
parents or caregivers.
• assess parents or caregivers
understanding of growth and
development , effective parenting skills,
and handling of problematic behaviors.
 Cont…
• assess cognitive ,psychosocial,and
moral development for lays or deficits
• Assess the school history and problems
and strength in school ,grades,
occupational goals etc.
• observe for the level of activity
 Cont…
• assess social skills , friendship-history ,
problem solving skills and school
performance
• assess for associated comorbidities such as
depression.
 NURSING MANAGEMENT
• Detailed history taking
• Either structured and unstructured
routines
• Proper approach and appraisal methods
• Assisting with their basic needs
• Drug therapy
• Adequate client and family educations
 NURSING ASSESSMENT
• History of presenting symptoms
• family history of ADHD
• co morbid conditions
• patterns of familial interaction
• Medical and medication history
• Psychosocial history
• academic or learning history
 NURSING DIAGNOSIS
1. risk for injury related to impulsive and
accident prone behavior and inability
to perceive self
2. impaired social interaction related to
intrusive and immature behavior
3. Low self esteem related to
dysfunctional family system and
negative feedback
 Cont..
4.Noncompliance (with task expectations)
related to low frustraction tolorance
and short attention span
 JOURNAL REVIEW
A systematic review of attention deficit
hyperactivity disorder (ADHD) and
mathematical ability: current findings
and future implications
Authors :-maria grazia
tosto,sukhleen kaur momi,philp
asherson and karim malki
 Cont..
• ABSTRACT
BACKGROUND:Several recent behavioural
and behavioural genetic studies have
investigated the relationship between
attention deficit hyperactivity disorder
(ADHD) and mathematical ability. The
aim of this systematic review was to
provide an overview of these studies to
date.
 Cont…
• An emphasis was placed on reviewing
results that explored the association
between mathematics and the two
ADHD components of attention and
hyperactivity-impulsivity separately.
 METHODS
• A systematic search of quantitative studies
investigating the association between
mathematics and ADHD was conducted
across five databases (PsychINFO, Web of
Science, PubMed, EMBASE, and Scopus). A
total of 30 cross-sectional and four
longitudinal studies were included in this
review.
 RESULT
• Narrative synthesis of the results was
provided using PRISMA guidelines. Taken
together, the studies pointed at substantial
evidence for a negative association between
ADHD symptoms and mathematical ability.
This association was particularly marked for
the inattentive component of ADHD than for
the hyperactive-impulsive component.
 CONT..
• Evidence from twin studies also showed
a significant genetic correlation between
mathematics and ADHD, which was
greater for the inattentive component of
ADHD compared to the hyperactive-
impulsive component.
 CONCLUSION
• The differential relationship of the
hyperactivity-impulsivity and
inattention domains with mathematics
emphasises the heterogeneity within
the disorder and suggests a partially
different aetiology of the two ADHD
domains.
 Cont…
• A better understanding of the aetiology of
ADHD could help develop more efficient
interventions aimed at the reduction of its
symptoms. It could also offer an explanatory
framework for shortcomings in achievement
and inform the development of non-
pharmacological intervention strategies.
CONCLUSION
 BIBLIOGRAPHY
• Wanda k. mohr, psychiatric , mental health
nursing evidenced based concepts , skills and
practices 8th edition
• Elizabeth m. varcarolis, margaret jordan
halver conditions of psychiatric mental health
5th edition sounders elsevior vice president
and published whilelm
 Cont..
• Sheila l. videbeck , psychiatric mental health
nursing ,6th edition, lippincott willium and
wilkins
• http:/J. medical caserepots. Biomedcentral