What treatment, psychopharmacological, psychotherapeutic, or both, would be significant for a child or adolescent diagnosed with ADHD?

Yanisleidy Mondeja and Laura Richard
NU664C Family Mental Health I
Attention Deficit Hyperactivity Disorder
This post entails an alliance of ideas and research blended to inspire a lively discussion entailing Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents. ADHD is one of the
most common mental disorders affecting children and adolescents. Thomas et al. (2015) affirm that it is a common neurobehavioral disorder, with approximately 11% of children aged 4 to 17years being diagnosed in the United States alone. The presence of geographical differences affects the rate of
diagnosis and treatment in which prevalence has increased over time. Considering the fifth edition of DSM-V, for an individual to be diagnosed with ADHD, one must meet six out of nine possible inattentive symptoms such as failing to give close attention to details or being easily distracted. This is alongside the six out of nine possible hyperactivity or impulsivity symptoms such as being on the ego or difficulty for an individual to wait for his turn. Moreover, symptoms need to be present for at least six months,
occur in two different settings, be present before 12 years of age, and not be better explained by another disorder (Painter & Scannapieco, 2021).
Attention Deficit-Hyperactivity Disorder has three presentations: predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the two based on how many symptoms in each
diagnostic category a person meets. ADHD does not precisely fall into the three categories is regarded as ADHD-Not Otherwise Specified. Lavigne et al. (2012) note that individuals with the most impulsive hyperactive
ADHD usually have both hyperactivity and impulsivity symptoms, which implies that an individual acts without thinking about the consequences. In contrast, hyperactivity implies an individual who fidgets and moves about constantly. An individual with the most inattentive have issues paying
attention as they are easily distracted. Those that have combined have a combination of impulsivity, hyperactivity, and inattentiveness. According to Meere (2005), ADHD is more common among boys than girls.
Reducing distractibility, enhancing sustained attention, reducing impulsive behaviors, and enhancing activity level psychostimulants are regarded as effective (Kemper et al., 2018). Nonpharmacologic therapies such as psychotherapy, behavioral therapy, complementary and alternative medicine
interventions, and psychosocial interventions potentially address primary symptoms of ADHD or the long-term impairments related to the disorder. Comprehending the function of nonpharmacologic therapies is challenging since they entail a wide range of methods to care, ranging from highly
structured behavioral interventions to complementary medicines. According to Feldman and Reiff (2014), regardless of growth in research on treatment for ADHD and awareness of the condition’s course of illness, significant queries remain regarding ADHD diagnosis and management. A primary
issue for clinical practice regarding ADHD is ensuring an appropriate diagnosis and avoidance of misdiagnosis. For therapy, primary questions include how effective to structure a therapy to individuals based on their characteristics and how effectively and efficiently monitor an individual with ADHD over
time.
ADHD Diagnosis
Diagnosis of ADHD is based on clinician assessment that evaluates if the approach described in the DSM-V is met. Rating scales that patients, teachers, and guardians can finalize are used to determine the presence of each of the 18 symptoms alongside the level of impairment that results from the
symptoms. Rating scales must be integrated with a clinical interview to evaluate the onset, the course, duration, and impairment associated with symptoms. Moreover, screening and clinical assessment of possible comorbid psychiatric conditions is a primary part of the diagnostic process. Painter &
Scannapieco (2021) affirm that the main challenge experienced when diagnosing ADHD is to differentiate from other conditions that appear similar such as to conduct disorder, anxiety, and other developmental disorders. Also, to determine if another condition may better explain ADHD symptoms
or present comorbid diagnosis.
Discussion prompts
Prompt 1:
What treatment, psychopharmacological, psychotherapeutic, or both, would be significant for a child or adolescent diagnosed with ADHD?
Prompt 2
: According to Kemper et al. (2018), affirm that previous research relied on interviews and rating scales for diagnosis, recently the US Food and Drug Administration (FDA) approved a new device, “the Neuropsychiatric Electroencephalograph (EEG)-based Assessment Aid (NEBA; NEBA Health,
Augusta, GA). How effective is it at diagnosing ADHD?
Prompt 3
: When a child or adolescent is treated with pharmacotherapy, what medication will be the first-line choice and why? Will it be significant to add psychotherapy, and which one?
Related Resources for Review
Hammersley, D. (2016). The interface between psychopharmacological and psychotherapeutic approaches. The Handbook of Counselling Psychology, 259–275.