NR 606 Week 5 Discussion; Attention Deficit Hyperactivity Disorder (ADHD)..

Week 5 Discussion: ADHD Case Study Initial post Dr. Morgan and Classmates, First letter of first name is B, which is ADHD. Case Study A single mom was referred to the PMHNP by the pediatrician out of concern for her nine-year-old son of possibly having ADHD. This mom has had two other children who were diagnosed with ADHD at ages eight and ten with similar symptoms as her nine-year-old. The following includes information about her son including age, gender, diagnosis, symptoms, medical history, educational history, and family history. Age: 9 years old Caucasian Gender: Male Diagnosis: Attention Deficit Hyperactivity Disorder (ADHD) combined type Symptoms: lasting for 1 year difficulty making/keeping friends: poor frustration tolerance, not waiting turns in sibling activities, keeps interrupting people talking. not listening to parents, constantly getting in trouble at home for not listening forgettable daily routines such as brushing teeth difficulty completing tasks: start cleaning up room or other chores and get distracted to the point of not completing the original task assigned. gets upset and mad because unable to figure out homework excessive talking at home not waiting his turn at home with board games, taking a bath, etc. with siblings constant interrupting parents talking at home fidgeting, constantly having legs moving, and can’t sit still in church is verbally loud while playing video games at home, and is repeatedly being told to not be so loud has trouble staying in seat and wants to constantly get up at church Medical History: up to date on all immunizations, full-term at birth, otherwise healthy individual. Educational background: Is in a reading recovery program at school. Information from her teacher at school: fidgeting, constantly having legs moving, can’t sit still in class has trouble staying in a seat and wants to constantly get up in the classroom plays very loudly during center time at school, and is being told multiple times to quiet down or use inside voice constant interrupting at school while teacher or other students are talking blurts out answers in class whether they are right or wrong excessive talking in class not listening to the teacher in the classroom and gets in trouble at school resulting in recess time loss poor problem solving, difficulty in math poor frustration tolerance with learning new material has difficulty waiting his turn for activities such as getting school lunch, getting in line at school, getting coat and bookbag at the end of the day. Family History: Generalized Anxiety Disorder, Major Depressive Disorder, ADHD. One parent and two siblings with ADHD. Pharmacologic Treatments There are multiple medications that are used to treat ADHD including stimulants, non-stimulants, along with certain antidepressants and antipsychotics (Nazarova et al., 2022). Although the most common pharmacological treatments are the stimulants and non-stimulants. Stimulants are considered the first-line pharmacological treatment whereas non-stimulants are second-line pharmacological treatments for ADHD (Nazarova et al., 2022). The client in this case study has never been on medications for ADHD and would benefit from the use of stimulant pharmacological treatment.