Daly / Hildenbrand / Litke Attention-Deficit/Hyperactivity Disorder in Children and Adolescents

2. Auflage 2024
ISBN: 978-1-61334-600-6
Verlag: Hogrefe Publishing
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 92 Seiten

Reihe: Advances in Psychotherapy - Evidence-Based Practice

State-of-the-art guidance on the effective assessment and treatment of children and adolescents with ADHD

New updated edition
Provides guidance on multimodal care and diversity issues
Includes downloadable handouts

The updated new edition of this popular text integrates the latest research and practices to give practitioners concise and readable guidance on the assessment and effective treatment of children and adolescents with attention-deficit/hyperactivity disorder (ADHD). This common childhood condition can have serious consequences for academic, emotional, social, and occupational functioning. When properly identified and diagnosed, however, there are many interventions that have established benefits.
This volume is both a compact “how to” reference, for use by professionals in their daily work, and an ideal educational reference for students. It has a similar structure to other books in the Advances in Psychotherapy series, and informs the reader of all aspects involved in the assessment and management of ADHD. Practitioners will particularly appreciate new information on the best approaches to the ideal sequencing of treatments in multimodal care, and the important diversity considerations. Suggestions for further reading, support groups, and educational organizations are also provided.
A companion volume Attention-Deficit/Hyperactivity Disorder (ADHD) in Adults is also available.

Zielgruppe

Child psychologists, clinical psychologists, educational psychologists, child psychotherapists, and counselors, as well as students.

Autoren/Hrsg.

Daly, Brian P.

Hildenbrand, Aimee K.

Litke, Shannon G.

Brown, Ronald T.

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizinische Fachgebiete Psychiatrie, Sozialpsychiatrie, Suchttherapie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie
• Sozialwissenschaften Psychologie Psychotherapie / Klinische Psychologie Kinder- und Jugendlichenpsychotherapie

Leseproben

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Description
1.1  Terminology
Attention-deficit/hyperactivity disorder (ADHD) is a chronic neurodevelopmental disorder marked by persistent patterns of inattention and/or hyperactivity-impulsivity symptoms that emerge during childhood and are functionally impairing across settings. The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) assigns the following diagnostic codes for this disorder: 314.01 Attention-Deficit/Hyperactivity Disorder, Combined Presentation 314.00 Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation 314.01 Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive/Impulsive Presentation 314.01 Other Specified Attention-Deficit/Hyperactivity Disorder 314.01 Unspecified Attention-Deficit/Hyperactivity Disorder The International Classification of Diseases (10th rev., Clinical Modification; ICD-10-CM; World Health Organization, 2021) lists ADHD under the following codes: F90.0 Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type F90.1 Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive Type F90.2 Attention-Deficit/Hyperactivity Disorder, Combined Type F90.8 Attention-Deficit/Hyperactivity Disorder, Other Type F90.9 Attention-Deficit/Hyperactivity Disorder, Unspecified Type First described within the medical literature in the late 1700s (Barkley & Peters, 2012), ADHD-related symptoms were previously referred to by numerous labels including “minimal brain damage,” “minimal brain dysfunction,” “hyperkinetic impulse disorder,” “hyperactive child syndrome,” “hyperkinetic reaction of childhood,” and “attention deficit disorder,” among others (Taylor, 2011). Changes in terminology generally reflected evolving theoretical conceptualizations based on symptoms of the disorder and its management. |2|1.2  Definition
According to the DSM-5-TR, ADHD is “a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” as defined by the diagnostic criteria listed in Box 1. Box 1: DSM-5-TR Diagnostic Criteria for ADHD A. Either 1 and/or 2: Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities. Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (ages 17 and older), at least five symptoms are required. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate). Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading). Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction). Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily distracted or sidetracked). Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines). Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers). Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, cell phones). Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts). Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments). Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities. Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (ages 17 and older), at least five symptoms are required. Often fidgets with or taps hands or feet or squirms in seat. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place). |3|Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless). Often unable to play or engage in leisure activities quietly. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with). Often talks excessively. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences, cannot wait for his or her turn in conversations). Often has difficulty waiting his or her turn (e.g., while waiting in line). Often interrupts or...