{"id":15703,"date":"2020-11-24T09:12:38","date_gmt":"2020-11-24T09:12:38","guid":{"rendered":"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/therapy-for-clients-with-adhd\/"},"modified":"2020-11-24T09:12:38","modified_gmt":"2020-11-24T09:12:38","slug":"therapy-for-clients-with-adhd","status":"publish","type":"post","link":"https:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/therapy-for-clients-with-adhd\/","title":{"rendered":"Therapy for Clients with ADHD"},"content":{"rendered":"<style type=\"text\/css\"><\/style><h1 id=\"section_container\">Week 9: Therapy for Clients with ADHD<\/h1>\n<p>Tyler, a 9-year-old third grader, had always<br \/>\nbeen an energetic child with a short attention span. For years, his<br \/>\nmother attributed his behaviors to him being \u201call boy\u201d and assumed it<br \/>\nwould improve as he grew older. Instead, daily tasks like chores and<br \/>\nhomework became increasingly overwhelming for Tyler, resulting in<br \/>\ndisruptive behaviors at home and school. After being evaluated by his<br \/>\nhealthcare provider, Tyler was diagnosed with and treated for attention<br \/>\ndeficit hyperactivity disorder (ADHD).<\/p>\n<p>ADHD<br \/>\nis a prevalent disorder for clients across the lifespan, as more than 6<br \/>\nmillion children (CDC, 2016) and 8 million adults (ADAA, 2016) have been<br \/>\ndiagnosed with the disorder. Like Tyler, individuals of all ages find<br \/>\nthat symptoms of ADHD can make life challenging. However, when properly<br \/>\ndiagnosed and treated, clients often respond well to therapies and have<br \/>\npositive health outcomes.<\/p>\n<p>This week, as you<br \/>\nstudy ADHD therapies, you examine the assessment and treatment of<br \/>\nclients with ADHD. You also explore ethical and legal implications of<br \/>\nthese therapies.<\/p>\n<hr class=\"wp-block-separator\" \/>\n<h1 id=\"section_container0\">Discussion: Presentations of ADHD<\/h1>\n<p>Although ADHD is often associated with children,<br \/>\nthis disorder is diagnosed in clients across the lifespan. While many<br \/>\nindividuals are properly diagnosed and treated during childhood, some<br \/>\nindividuals who have ADHD only present with subsyndromal evidence of the<br \/>\ndisorder. These individuals are often undiagnosed until they reach<br \/>\nadulthood and struggle to cope with competing demands of running a<br \/>\nhousehold, caring for children, and maintaining employment. For this<br \/>\nDiscussion, you consider how you might assess and treat individuals<br \/>\npresenting with ADHD.<\/p>\n<h2>Learning Objectives<\/h2>\n<h6 id=\"students-will-learn\">Students will:<\/h6>\n<ul>\n<li>Assess client factors and history to develop personalized therapy plans for clients with ADHD<\/li>\n<li>Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD<\/li>\n<li>Evaluate efficacy of treatment plans<\/li>\n<li>Apply knowledge of providing care to adult and geriatric clients presenting for antidepressant therapy<\/li>\n<\/ul>\n<h2>Learning Resources<\/h2>\n<p><em><strong>Note:<\/strong>\u00a0To access this week\u2019s required library resources, please click on the link to the Course Readings List, found in the\u00a0<strong>Course Materials<\/strong>\u00a0section of your Syllabus.<\/em><\/p>\n<h4>Required Readings<\/h4>\n<p><strong>Note:<\/strong>\u00a0All Stahl resources can be accessed through this link provided.<\/p>\n<p>Clancy, C.M., Change, S., Slutsky, J., &amp; Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(&gt;1 year) effectiveness of interventions for ADHD in people 6 years and older.<\/p>\n<p>Stahl, S. M. (2013).\u00a0<em>Stahl\u2019s essential psychopharmacology: Neuroscientific basis and practical applications<\/em>\u00a0(4th ed.). New York, NY: Cambridge University Press.<\/p>\n<p>To access the following chapters, click on the\u00a0<strong><em>Essential Psychopharmacology, 4th ed<\/em><\/strong>\u00a0tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.<\/p>\n<ul>\n<li>Chapter 12, \u201cAttention Deficit Hyperactivity Disorder and Its Treatment\u201d<\/li>\n<\/ul>\n<p>Stahl, S. M., &amp; Mignon, L. (2012).\u00a0<em>Stahl\u2019s illustrated attention deficit hyperactivity disorder.<\/em>\u00a0New York, NY: Cambridge University Press.<\/p>\n<p>To access the following chapter, click on the Illustrated Guides tab and then the ADHD tab.<\/p>\n<ul>\n<li>Chapter 4, \u201cADHD Treatments\u201d<\/li>\n<\/ul>\n<p>Stahl, S. M. (2014b).\u00a0<em>The prescriber\u2019s guide<\/em>\u00a0(5th ed.). New York, NY: Cambridge University Press.<\/p>\n<p>To access information on the following medications, click on\u00a0<strong><em>The Prescriber\u2019s Guide, 5th ed<\/em><\/strong>\u00a0tab on the Stahl Online website and select the appropriate medication.<\/p>\n<p><strong>Review the following medications:<\/strong><\/p>\n<p>For ADHD<\/p>\n<ul>\n<li>armodafinil<\/li>\n<li>amphetamine (d)<\/li>\n<li>amphetamine (d,l)<\/li>\n<li>atomoxetine<\/li>\n<li>bupropion<\/li>\n<li>chlorpromazine<\/li>\n<li>clonidine<\/li>\n<\/ul>\n<ul>\n<li>guanfacine<\/li>\n<li>haloperidol<\/li>\n<li>lisdexamfetamine<\/li>\n<li>methylphenidate (d)<\/li>\n<li>methylphenidate (d,l)<\/li>\n<li>modafinil<\/li>\n<li>reboxetine<\/li>\n<\/ul>\n<p>American Psychiatric Association. (2013).\u00a0<em>Diagnostic and statistical manual of mental disorders<\/em>\u00a0(5th ed.). Washington, DC: Author.<\/p>\n<h4>Optional Resources<\/h4>\n<blockquote class=\"wp-block-quote\"><p>Hodgkins, P., Shaw, M., McCarthy, S., &amp; Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245\u2013268. doi:10.2165\/11599630-000000000-00000<\/p><\/blockquote>\n<p>Psychiatric Times. (2016). A 5-question quiz on ADHD. Retrieved from http:\/\/www.psychiatrictimes.com\/adhd\/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&amp;rememberme=1&amp;ts=22072016<\/p>\n<p><strong>To prepare for this Discussion:<\/strong><\/p>\n<p><em><strong>Note:<\/strong>\u00a0By Day 1 of this week, your Instructor will have<br \/>\nassigned you to one of the following case studies to review for this<br \/>\nDiscussion. To access the following case studies, click on the\u00a0<strong>Case Studies<\/strong>\u00a0tab on the Stahl Online website and select the appropriate volume and case number.<\/em><\/p>\n<p><strong>Case 1:<\/strong>\u00a0Volume 1, Case #13: The 8-year-old girl who was naughty<\/p>\n<p><strong>Case 2:<\/strong>\u00a0Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter<\/p>\n<p><strong>Case 3:<\/strong>\u00a0Volume 2, Case #21: Hindsight is always 20\/20, or attention deficit hyperactivity disorder<\/p>\n<ul>\n<li>Review this week\u2019s Learning Resources and reflect on the insights they provide.<\/li>\n<li>Go to the Stahl Online website and examine the case study you were assigned.<\/li>\n<li>Take the pretest for the case study.<\/li>\n<li>Review the patient intake documentation, psychiatric history,<br \/>\npatient file, medication history, etc. As you progress through each<br \/>\nsection, formulate a list of questions that you might ask the patient if<br \/>\nhe or she were in your office.<\/li>\n<li>Based on the patient\u2019s case history, consider other people in his<br \/>\nor her life that you would need to speak to or get feedback from (i.e.,<br \/>\nfamily members, teachers, nursing home aides, etc.).<\/li>\n<li>Consider whether any additional physical exams or diagnostic testing may be necessary for the patient.<\/li>\n<li>Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week\u2019s Learning Resources for guidance.<\/li>\n<li>Review the patient\u2019s past and current medications. Refer to Stahl\u2019s\u00a0<em>Prescriber\u2019s Guide<\/em>\u00a0and consider medications you might select for this patient.<\/li>\n<li>Review the posttest for the case study.<\/li>\n<\/ul>\n<p><em><strong>Note:<\/strong>\u00a0For this Discussion, you are required to complete<br \/>\nyour initial post before you will be able to view and respond to your<br \/>\ncolleagues\u2019 postings. Begin by clicking on the \u201cPost to Discussion<br \/>\nQuestion\u201d link and then select \u201cCreate Thread\u201d to complete your initial<br \/>\npost. Remember, once you click on Submit, you cannot delete or edit your<br \/>\nown posts, and you cannot post anonymously. Please check your post<br \/>\ncarefully before clicking on\u00a0<strong>Submit<\/strong>!<\/em><\/p>\n<h4>By Day 3<\/h4>\n<p><strong>Post<\/strong>\u00a0a response to the following:<\/p>\n<ul>\n<li>Provide the case number in the subject line of the Discussion.<\/li>\n<li>List three questions you might ask the patient if he or she were in<br \/>\nyour office. Provide a rationale for why you might ask these questions.<\/li>\n<li>Identify people in the patient\u2019s life you would need to speak to or<br \/>\nget feedback from to further assess the patient\u2019s situation. Include<br \/>\nspecific questions you might ask these people and why.<\/li>\n<li>Explain what physical exams and diagnostic tests would be appropriate for the patient and how the results would be used.<\/li>\n<li>List three differential diagnoses for the patient. Identify the one that you think is most likely and explain why.<\/li>\n<li>List two pharmacologic agents and their dosing that would be<br \/>\nappropriate for the patient\u2019s ADHD therapy based on pharmacokinetics and<br \/>\npharmacodynamics. From a mechanism of action perspective, provide a<br \/>\nrationale for why you might choose one agent over the other.<\/li>\n<li>If your assigned case includes \u201ccheck points\u201d (i.e., follow-up data<br \/>\nat week 4, 8, 12, etc.), indicate any therapeutic changes that you<br \/>\nmight make based on the data provided.<\/li>\n<li>Explain \u201clessons learned\u201d from this case study, including how you<br \/>\nmight apply this case to your own practice when providing care to<br \/>\npatients with similar clinical presentations.<\/li>\n<\/ul>\n<p><strong>Read<\/strong>\u00a0a selection of your colleagues\u2019 responses.<\/p>\n<h4>By Day 6<\/h4>\n<p><strong>Respond<\/strong>\u00a0to at least\u00a0<strong>two<\/strong><br \/>\nof your colleagues who were assigned to a different case than you. For<br \/>\nexample, if you were assigned to Case Study 1, respond to one colleague<br \/>\nassigned to Case Study 2 and one colleague assigned to Case Study 3.<br \/>\nExplain how you might apply knowledge gained from your colleagues\u2019 case<br \/>\nstudies to you own practice in clinical settings.<\/p>\n<h4>Submission and Grading Information<\/h4>\n<h5>Grading Criteria<\/h5>\n<p><a href=\"https:\/\/www.ukessayswriters.com\/week-9-therapy-for-clients-with-adhd\/ActivateLink('WK09.DB1.RUBRIC',true)\"><br \/>\nTo access your rubric:Week 9 Discussion Rubric<br \/>\n<\/a><\/p>\n<h5>Post by Day 3 and Respond by Day 6<\/h5>\n<p><a href=\"https:\/\/www.ukessayswriters.com\/week-9-therapy-for-clients-with-adhd\/ActivateLink('WK09.DB1.TH1',true)\"><br \/>\nTo participate in this Discussion:Week 9 Discussion<br \/>\n<\/a><\/p>\n<hr class=\"wp-block-separator\" \/>\n<h1 id=\"section_container1\">Assignment: Assessing and Treating Clients With ADHD<\/h1>\n<p>Not only do children and adults have different<br \/>\npresentations for ADHD, but males and females may also have vastly<br \/>\ndifferent clinical presentations. They may also respond to medication<br \/>\ntherapies differently. For example, some ADHD medications may cause<br \/>\nchildren to experience stomach pain, while others can be highly<br \/>\naddictive for adults. In your role, as a psychiatric mental health nurse<br \/>\npractitioner, you must perform careful assessments and weigh the risks<br \/>\nand benefits of medication therapies for clients across the lifespan.<br \/>\nFor this Assignment, you consider how you might assess and treat clients<br \/>\npresenting with ADHD.<\/p>\n<h2>Learning Objectives<\/h2>\n<h6 id=\"students-will-learn\">Students will:<\/h6>\n<ul>\n<li>Assess client factors and history to develop personalized therapy plans for clients with ADHD<\/li>\n<li>Analyze factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD<\/li>\n<li>Evaluate efficacy of treatment plans<\/li>\n<li>Evaluate ethical and legal implications related to prescribing therapy for clients with ADHD<\/li>\n<\/ul>\n<h2>Learning Resources<\/h2>\n<p><em><strong>Note:<\/strong>\u00a0To access this week\u2019s required library resources, please click on the link to the Course Readings List, found in the\u00a0<strong>Course Materials<\/strong>\u00a0section of your Syllabus.<\/em><\/p>\n<h4>Required Readings<\/h4>\n<p><em><strong>Note:<\/strong>\u00a0Review all materials from the Discussion.<\/em><\/p>\n<blockquote class=\"wp-block-quote\"><p>Conners, C. K., Sitarenios, G., Parker, J. D. A., &amp; Epstein, J. N. (1998). Revision and restandardization of the Conners\u2019 Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity.\u00a0<em>Journal of Abnormal Child Psychology, 26<\/em>, 279-291.<\/p>\n<p><strong>Note:<\/strong>\u00a0Retrieved from Walden Library databases.<\/p><\/blockquote>\n<h4>Required Media<\/h4>\n<p>Laureate Education (2016d).\u00a0<em>Case study: A young Caucasian girl with ADHD<\/em>\u00a0[Interactive media file]. Baltimore, MD: Author<strong>Note:<\/strong>\u00a0This case study will serve as the foundation for this week\u2019s Assignment.<\/p>\n<p><strong>To prepare for this Assignment:<\/strong><\/p>\n<ul>\n<li>This case study will serve as the foundation for this week\u2019s Assignment.<\/li>\n<\/ul>\n<h4>The Assignment<\/h4>\n<p>Examine\u00a0<em>Case Study: A Young Caucasian Girl With ADHD<\/em><br \/>\nYou will be asked to make three decisions concerning the medication to<br \/>\nprescribe to this client. Be sure to consider factors that might impact<br \/>\nthe client\u2019s pharmacokinetic and pharmacodynamic processes.<\/p>\n<p>At each decision point stop to complete the following:<\/p>\n<ul>\n<li>Decision #1\n<ul>\n<li>Which decision did you select?<\/li>\n<li>Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/li>\n<li>What were you hoping to achieve by making this decision? Support<br \/>\nyour response with evidence and references to the Learning Resources.<\/li>\n<li>Explain any difference between what you expected to achieve with<br \/>\nDecision #1 and the results of the decision. Why were they different?<\/li>\n<\/ul>\n<\/li>\n<li>Decision #2\n<ul>\n<li>Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/li>\n<li>What were you hoping to achieve by making this decision? Support<br \/>\nyour response with evidence and references to the Learning Resources.<\/li>\n<li>Explain any difference between what you expected to achieve with<br \/>\nDecision #2 and the results of the decision. Why were they different?<\/li>\n<\/ul>\n<\/li>\n<li>Decision #3\n<ul>\n<li>Why did you select this decision? Support your response with evidence and references to the Learning Resources.<\/li>\n<li>What were you hoping to achieve by making this decision? Support<br \/>\nyour response with evidence and references to the Learning Resources.<\/li>\n<li>Explain any difference between what you expected to achieve with<br \/>\nDecision #3 and the results of the decision. Why were they different?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Also include how ethical considerations might impact your treatment plan and communication with clients.<\/p>\n<p><em><strong>Note:\u00a0<\/strong>Support your rationale with a minimum of three<br \/>\nacademic resources. While you may use the course text to support your<br \/>\nrationale, it will not count toward the resource requirement.<\/em><\/p>\n<h4>Submission and Grading Information<\/h4>\n<p><strong>To submit your completed Assignment for review and grading, do the following:<\/strong><\/p>\n<ul>\n<li>Please save your Assignment using the naming convention \u201cWK7Assgn+last name+first initial.(extension)\u201d as the name.<\/li>\n<li>Click the\u00a0<strong>Week 9 Assignment Rubric\u00a0<\/strong>to review the Grading Criteria for the Assignment.<\/li>\n<li>Click the\u00a0<strong>Week 9 Assignment\u00a0<\/strong>link. You will also be able to \u201cView Rubric\u201d for grading criteria from this area.<\/li>\n<li>Next, from the Attach File area, click on the\u00a0<strong>Browse My Computer<\/strong>\u00a0button. Find the document you saved as \u201cWK7Assgn+last name+first initial.(extension)\u201d and click\u00a0<strong>Open<\/strong>.<\/li>\n<li>If applicable: From the Plagiarism Tools area, click the checkbox for\u00a0<strong>I agree to submit my paper(s) to the Global Reference Database<\/strong>.<\/li>\n<li>Click on the\u00a0<strong>Submit<\/strong>\u00a0button to complete your submission.<\/li>\n<\/ul>\n<h5>Grading Criteria<\/h5>\n<p><a href=\"https:\/\/www.ukessayswriters.com\/week-9-therapy-for-clients-with-adhd\/ActivateLink('WK09.AS1.RUBRIC',true)\"><br \/>\nTo access your rubric:Week 9 Assignment Rubric<br \/>\n<\/a><\/p>\n<h5>Check Your Assignment Draft for Authenticity<\/h5>\n<p><a href=\"https:\/\/www.ukessayswriters.com\/week-9-therapy-for-clients-with-adhd\/ActivateLink('SA.DR1',true)\"><br \/>\nTo check your Assignment draft for authenticity:Submit your Week 9 Assignment draft and review the originality report.<br \/>\n<\/a><\/p>\n<h5>Submit Your Assignment by Day 7<\/h5>\n<p><a href=\"https:\/\/www.ukessayswriters.com\/week-9-therapy-for-clients-with-adhd\/ActivateLink('WK09.AS1',true)\"><br \/>\nTo submit your Assignment:Week 9 Assignment<br \/>\n<\/a><\/p>\n<hr class=\"wp-block-separator\" \/>\n<h1 id=\"section_container2\">Making Connections<\/h1>\n<p>Now that you have:<\/p>\n<ul>\n<li>Assessed clients presenting with ADHD<\/li>\n<li>Developed personalized plans of therapy for clients with ADHD<\/li>\n<li>Examined factors that influence pharmacokinetic and pharmacodynamic processes in clients requiring therapy for ADHD<\/li>\n<li>Explored ethical and legal implications of prescribing therapy to clients with ADHD<\/li>\n<\/ul>\n<p>Next week, you will build on your<br \/>\nassessment and treatment skills as you examine clients presenting for<br \/>\ntherapy for impulsivity, compulsivity, and addiction.<br \/>\nTo go to the next week:Week 10<\/p>\n<p><center><a href=\"http:\/\/onlineclassesguru.com\/orders\/ordernow\"><img decoding=\"async\" src=\"https:\/\/encrypted-tbn0.gstatic.com\/images?q=tbn:ANd9GcTyj99p60XCLyLk1htB7-1neRt8-2QdnenNlQ&usqp=CAU\"target=\"_http:\/\/onlineclassesguru.com\/orders\/ordernow\"\/><\/center><p>","protected":false},"excerpt":{"rendered":"<p>Week 9: Therapy for Clients with ADHD Tyler, a 9-year-old third grader, had always been an energetic child with a short attention span. For years, his mother attributed his behaviors to him being \u201call boy\u201d and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-15703","post","type-post","status-publish","format-standard","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Therapy for Clients with ADHD - onlineclassesguru<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"http:\/\/onlineclassesguru.com\/index.php\/2020\/11\/24\/therapy-for-clients-with-adhd\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Therapy for Clients with ADHD - onlineclassesguru\" \/>\n<meta property=\"og:description\" content=\"Week 9: Therapy for Clients with ADHD Tyler, a 9-year-old third grader, had always been an energetic child with a short attention span. 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