Adolescents With ADHD: A Case Study

When dealing with adolescents with attention deficit hyperactivity disorder ADHD may become a challenge for many parents. Knowing the facts about this disorder and how to treat the problem is the key to a healthy lifestyle for adolescents as well as families. Many therapies and medications are available to families with children with ADHD but many questions that parents have with their children with ADHD is which therapy is best and what would work best with their children and their quality of life. The question of which therapy, alternative versus medication therapy would improve adolescent’s quality of life and behavior modification.

Properly diagnosing ADHD, medication choices, and behavioral interventions are the key focal point. Is medication truly worth the side effects?

Being able to find answers, and enlightening material without searching through a plethora of biased data can relieve concerns as well as offer hope. The Mayo Clinic’s website is inviting to those who come looking to research ADHD. The website’s format is open and easily understandable. The sub-categories are listed on the left side of the webpage. They include the most common topics including symptoms, treatments, complications, and most important a comprehensible definition. There is an abundance of statistical information on alternative medication that is not usually found when researching Attention Deficit Hyperactivity Disorder. “But ADHD medication is seldom all that's needed to control oppositional behavior”(Flippin, 2015). The website also has a limited amount purchasable advertisements. The information listed fit into each subcategory

AB is a youth with complex history of mental illness, impaired social functioning, abuse and trauma. It was believe he would benefit and respond differently to intense interventions provided by a team of specialized professions. He needed stabilization for his immediate concerns within a safe and structured environment. The concern was AB had been before an institutional review board and found to be a danger to himself and the community. Research proves most children in foster care experience mental health disorders. The common disorders are posttraumatic stress disorder (PTSD), attention deficit hyperactivity disorder (ADHD), depression. There is a strong evidence base for treating each of these conditions with interventions

Although it is appropriate to start medication early for some children with severe ADHD, APA Diagnostic and Statistical Manual, fifth edition (DSM-5) doesn’t recommend to use medication for preschoolers. Moreover, APA did not include preschoolers in the ADHD treatment guidelines and algorithm. Behavioral therapy has been shown to be efficiently working on preschool children. For the long-term effect of pharmacological treatment on preschool children hasn’t been well studied, it is important to balance the potential risks and its benefits. However, in school children the combination of medication and behavioral interventions has been noted to be useful in scientific research and evidence-based practice

ADHD is a behavioral disorder that includes difficulty paying attention, hyperactivity and impulsiveness, and the common drugs Adderall and Ritalin are often prescribed for Attention Deficit Hyperactivity Disorder. The goal of ADHD medication is to increase dopamine levels in the brain and to help reduce symptoms of hyperactivity, inattentiveness and impulsivity. Dopamine is a neurotransmitter associated with motivation, pleasure, attention, and movement. CNN reports that “ The Centers for Disease Control and Prevention notes that fewer than 1 in 3 children with ADHD receive both medication treatment and behavioral therapy”(Drexler). The new research, published as two reports in the Journal of Clinical Child & Adolescent Psychology, found that children who began treatment with approaches -- such as instruction in basic social skills, based on a simple, but specific, system of rewards and consequences -- fared significantly better than those whose treatment began with a pharmaceutical, even if both treatments were ultimately combined into one therapy (Drexler). Restructuring and modifying a child’s environment can reduce a child’s stress and reduce many of the symptoms associated with ADHD. Behavior management strategies can help a child make sense of their world so that they can better understand cause-and-effect and be able to better predict consequences. An emphasis

The diagnosis of attention-deficit / hyperactivity disorder (ADHD) has increased significantly over recent years and along with the rise in diagnosis is the dramatic surge in prescription medication as treatment. ADHD is a behavior issue, not a disease. As an alternative to prescribing medication to alter a child’s behavior, parents, teachers, and doctors need to determine and find a resolution to the root cause of the negative behavior. Medication is not a cure for ADHD and does not solve the issues that create negative behavior – alternatives to drugs are available to make the necessary behavior modifications in children.

Rosch, Fosco, Pelham, Waxmonsky, Bubnik, & Hawk (2015), described behavior modification therapy based on reinforcement and/or punishment as the leading psychosocial treatment for ADHD. In addition, behavior modification is also recommended by the American Academy of Pediatrics (American Academy of Pediatrics 2011). Behavior therapy lacks the harsh physical and mental side effects of medication. Despite less side effects, behavior modification therapy can prove to be quite a challenge. There is no standard or baseline “effective dose” of behavior modification. Furthermore, it can vary significantly from child to child. Behavior modification referred to in most studies, includes some system of rating to determine if a child’s ADHD symptoms improve after therapy. Researchers utilize techniques such as daily report cards, reward-cost or points system, and feedback to analyze and monitor the child’s behavior. Different levels of intensity were implemented in some studies such as Fabiano, Pelham, Gnagy, MacLean, Coles, Chacko, Robb et al., (2007) High Behavior Modification (HBM) included a point system and daily report cards. Teachers, counselors, or other administrators provided feedback such as corrections on assignments and explanations when a rule was violated. Low Behavior Modification (LBM) provided less intervention, but included feedback without the loss or gain of points. Participants also received less praise and rewards. In the No Behavior Modification (NBM) study weeks the children were given directions, rule violation was corrected and noted, but explanations were not given. Pelham, Carlson, Sams, Vallano, & Al (1993) referenced other scholarly journals and findings arguing behavior modification improved academic performance in ADHD children best when a negative consequence accompanies poor behavior, rather than a reward for task

Attention Deficit Hyperactivity Disorder is without a doubt one of the largest social problems facing the Baby Boomers in the 21st century. The last two to three decades have seen this disorder labeled many different titles. As stated by Donald J. Brown in his article Attention Deficit Hyperactivity Disorder (ADHD), 1996: “What is apparent is that ADHD is a collection of symptoms or criteria.” Labeling a child as ADHD creates a large potential for error. The traditional approach of putting children on long-term usage of stimulants such as Ritalin, Centedrin, and Rubifen might allow a child to better concentrate because it somehow slows down the otherwise hyperactive student but it does nothing

This paper will focus on what is commonly known as Attention-deficit hyperactivity disorder (ADHD). ADHD is a complex disorder that can affect people of any age, gender or ethnicity. This disorder impacts so many people that new studies are being done quite frequently. Because of this, it can be very difficult for mental health professionals to remain current with the most recent findings and know how best to respond to patient’s questions and apprehensions regarding the disorder and subsequent interventions. This paper will attempt to summarize significant findings from recent research regarding ADHD and its treatment.

ADHD medication has been proven to be the most effective way to help treat ADHD and kids need it because it helps them focus and will help out exponentially in school and their activities. The affected person does not need to be on medication their whole life and can be easily weaned off the medication because they are all taken in small doses that do not cause the person to become addicted. In an article written by Harold S. Koplewicz one of the leading child and adolescent psychiatrists he says “It has been shown over and over again, in controlled scientific trials, that stimulant medication is the best and safest means of counteracting the symptoms of ADHD. As many

One possible public health concern is safety of pharmacological interventions, or the effectiveness of current interventions to help reduce the impairment that’s associated with ADHD. It would be necessary to cooperate with other different organizations to help educate and promote what is known about ADHD appropriate standards of practice, interventions, their effectiveness, and their safety (J,

With several psychotropic drugs there are issues with suicidal thoughts and tendencies. Does the (ADHD) drug fall into this category, if so does it have a history of creating this problem. Are mood stabilizing drugs such as (SSRI's) given in conjunction with the ADHD medication. If so are these drugs altering the adolescents developing brain changing their natural hormone production.

Attention deficit hypersensitivity disorder (ADHD) affects children. Children who have been diagnosed with ADHD generally struggle with inattention, hyperactivity, and impulsivity. They often have difficulty focusing and paying attention to details. Unfortunately, some children experience problems in social settings. Their behavior is hyperactive (e.g., fidgets, forgets, and talks excessively) and impulsive (e.g., waiting their turn, interrupting, and intruding). Behavioral problems are commonly found with children diagnosed with ADHD because they have difficulty regulating their responses in social interactions. Without effective treatments, these social interaction problems follow these young children into adulthood. This literature review will discuss five studies that examine the effectiveness of pharmacological therapy, cognitive behavioral therapy (CBT), and behavioral therapy on children and adults with ADHD.

As in any situation with any student that is special or gifted or that IDEA, IEP, and 504 Plans, have to be the first and foremost concern for all parties involved. “Education For All Handicapped Children Act Passed in 1975 Guaranteed and enforced the right of all children with disabilities to receive free and appropriate education Considered the foundation of special education in the United States; 1990- Law renamed to IDEA. What is an IEP? Individualized Education Plan Written plan that describes the program and special services a student requires to be successful Developed by parents and educators Individualized- plan specifically developed for a child’s special needs