Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioural

disorder that happens six to nine times more on boys than girls (Huelskoetter, 1991)
and occurs 3% to 7% on pre pubertal elementary students (Shives, 2008). It is said to
be affecting children of average or above average general intelligence, characterized
by inattention and/ or hyperactivity impulsivity.

This disorder should be diagnosed carefully by an expert practitioner since it can be

disguised as other conditions, such as learning disability, conduct disorder, oppositional
defiant disorder, depression or anxiety disorder, bipolar disorder, and Tourette syndrome
(National Institute on Mental Health, January 2012). Sad to say, there is no single
definitive test that could readily diagnose a child or in some cases, an adult to be
having ADHD. Diagnosing an individual with it needs several types of tests in order to
rule out other overlapping conditions.

According to Shives (2008) and Huelskoetter (1991), ADHD can be manifested by a

child before he reaches the age of 7 years, though symptoms can already be
observed as early as 3 years old. Attention deficit hyperactive disorder can hinder a
childs learning ability, the more common of which is reading ability, could affect his
health (low calorie intake plus easy fatigability due to hyperactivity), loosen his
connections with other people (due to his labile mood or mood swings) and could even
influence his sense of esteem. On the contrary, this condition can possibly be brought
by that individual in his adulthood if not well dealt with leading to a life- long
dysfunction.

But due to sensible efforts of many researches, this condition has been accepting more
support and care despite its issues before. The American Psychiatric Association has
developed criteria to be used by health care professionals in diagnosing ADHD.

(Adopted from Diagnostic and Statistical Manual of Mental Disorders IV- Text
Revision or DSM IV TR)

Diagnostic Criteria:

I. Either A or B
A. Six or more of the following symptoms of inattention have been present for at least
6 months to a point that is inappropriate for developmental level:

Inattention

1. Often does not give close attention to details or makes careless mistakes in
schoolwork, work, or other activities.
2. Often has trouble keeping attention on tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace (not due to oppositional behavior or failure
to understand instructions).
5. Often has a trouble organizing activity.
6. Often avoids, dislikes, or doesnt want to do things that take a lot of mental
effort for a long period of time (such as schoolwork or homework).
7. Often loses things needed for tasks and activities (e.g. toys, school
assignments, pencils, books, or tools).
8. Is often easily distracted.
9. Is often forgetful in daily activities.
B. Six or more of the following symptoms of hyperactivity-impulsivity have been
present for at least 6 months to an extent that is disruptive and inappropriate for
developmental level:
Hyperactivity

1. Often fidgets with hands or feet or squirms in seat when sitting still is
expected.
2. Often gets up from seat when remaining in seat is expected.
3. Often excessively runs about or climbs when and where it is not appropriate
(adolescents or adults may feel very restless).
4. Often has trouble playing or doing leisure activities quietly.
5. Is often on the go or often acts as if driven by a motor.
6. Often talks excessively.
Impulsivity

1. Often blurts out answers before questions have been finished.

2. Often has trouble waiting ones turn.
 3. Often interrupts or intrudes on others.
II. Some symptoms that cause impairment were present before age 7 years.

III. Some impairment from the symptoms is present in two or more settings (e.g. at
school/work and at home).

IV. There must be clear evidence of clinically significant impairment in social, school, or
work functioning.

V. The symptoms do not happen only during the course of a Pervasive Developmental
Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better
accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder,
Dissociative Disorder, or a Personality Disorder).

According to the criteria given above ADHD can be identified

and classified into three types:

IA. ADHD, Combined Type: if both criteria IA and IB are met for the past 6 months

IB. ADHD, Predominantly Inattentive Type: if criterion IA is met but criterion IB is

not met for the past 6 months

IC. ADHD, Predominantly Hyperactive- Impulsive Type: if criterion IB is met but

criterion IA is not met for the past 6 months

Nevertheless, the nursing profession has never been reluctant and impatient in dealing
with these clients. There are still many things that a healthcare professional and a
parent can do for them. Though it may be requiring a lot of hard work, clients has been
increasingly adaptive to this management and it pays a lot more for seeing smiles in
their faces.

Nursing management for attention deficit hyperactivity disorder (ADHD) is

balanced with a detailed history taking, either structured or unstructured (play therapy)
routines, proper approach and appraisal methods, assisting with their basic needs, drug
therapy, and adequate client and family education.
Assessment

Assessment does not only deal with how the child react or respond to a certain test, but
as well involve the familys observation of the child. If the child is already going to
school, his teachers observation and appraisal is also considered.

In order to avoid overlaps associated with ADHD, the child may undergo several test
like ophthalmologic and hearing evaluation, laboratory tests, some IQ tests and visual
motor tests (Huelskoetter, 1991). In addition, other symptoms can also be observed in
them which should be put into consideration, i.e. stubbornness, mood swings, temper
tantrums, aggressiveness, inability to tolerate frustration, deficit in judgement, poor
self- image, and obstinacy (Shives, 2008).

Common Nursing Diagnoses

Risk for injury

Sleep pattern disturbance
Interrupted family processes
Impaired verbal communication
Noncompliance to rules
Ineffective individual coping
Compromised family coping
Social isolation
Disturbance in self- concept

Planning/ Implementation

Accept the child or individual as what he is. Consider his condition and
communicate with him as an equal.
Approach the child at his current level of functioning. Do not use baby
talk nor direct him as to his chronological age. Encourage him to express his
thoughts or emotions and respond to him therapeutically.
Use simple and direct instructions. You may repeat your instructions
more than once and at times, you may utilize visual aids or pictures in order
 for him to relate well. In educating the child, the lessons should only be brief
in duration due to his short attention span.
Provide few easy rules to be followed. Obedience from the child is
always the thing that matters. Simplify what he needs to do for a specific
time of the day without reiterating too much because the child may become
over distracted if given with many tasks.
Implement scheduled routine every day. Make his routine predictable and
something like ritualistic so that it will only be easy for him to grasp for his
independent functioning.
Avoid stimulating or distracting settings. Ensure to involve the child in
his daily activities in a quiet and non-stimulating area to prevent him from
becoming easily distracted and hyperactive.
Involve the child in Play Therapy. Play therapy is used in children in order
for them to express their emotions, gain control, manage their anxieties, and
provides a medium for their creativity.
Keep away harmful objects where he executes his activities. The child
may have some decrease in impulse control or may become hyperactive, so it
is better to hide sharp and fragile objects away.
Clocks and timers may be effective, too. According to Smith & Segal (May
2012), using timers in ensuring that the child finishes the task you opted him
to do is helpful. By telling him firm instructions to finish a certain task
prevents him from jumping from one task to another.
Give positive reinforcements. Every good deed done should be rewarded
even with a simple smile, nod or a star. Praise him for achieving his goals for
the day or a task that was finished. It is also advisable to provide immediate
reinforcement since they sometimes have decrease tolerance to frustration.
Assist him with his needs. For food, finger foods are suggested. It should
be adequate for his age and activity. But if able to, assist him with his daily
intake and implement firm rules in eating.
Encourage physical activity. You may encourage him to join a physical
activity that he likes as this may also help him make friends with other
children. Allow him to exert his energy productively but do not let him get
over fatigued, too. Physical activity helps in getting good sleep but over
fatigue might as well make him uneasy and irritable.
 Administer medications as ordered. Stimulants are given to extend their
attention span while tranquilizers are used to improve his behaviour
(hyperactivity).
Provide Individual educational plans (IEPs). A structured educational
session with the child and the family is always helpful. Both the child and the
family need emotional support. Siblings may as well be affected, thus it works
much with their help, too.
An innocent child with ADHD needs an accepting and supportive environment. It does
not only need a mothers tender love or a fathers open arms, but also his siblings who
could become his role models when he grew up. Love is not measured by what people
do but by what they put on it.