ADHD - snapaprn.org ADHD_SNAP 2015.pdfsocial, school, or work functioning. ... Headache Reduce dose...
Transcript of ADHD - snapaprn.org ADHD_SNAP 2015.pdfsocial, school, or work functioning. ... Headache Reduce dose...
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ADHDDr. Ellen Hennessy-HarstadDNP, RN, FNP-BC, CPN
Indiana University Northwest
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Conflict of Interest
The presenter indicates that
there is no conflict of interest
in this presentation,
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Objectives
1. Recognize signs/symptoms of different
types of ADD/ADHD.
2. Differentiate ADHD from other disorders.
3. Identify the medications used for
treating ADD/ADHD, and when to
initiate therapy, and how to titrate or
change medications.
4. Apply diet, behavioral, and medication
management to select case study.
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ADHD by the Numbers11% of children 4-17 years old
6.4 million (2011)
7.8% in 2003 to 9.5% in 2007 and to 11.0% in
2011.
Boys (13.2%) were more likely than girls
(5.6%)
Prevalence rates: 5.6% in Nevada to18.7%
in Kentucky
Indiana 15.7% (2011) http://www.cdc.gov/ncbddd/adhd/prevalence.html 2011
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ADD/ADHD
What is my ADD is not your ADD
Chemical imbalance of one or more of
three neurotransmitters in the brain
GABA
Dopamine
Serotonin
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The Overlap
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Primary Symptoms
Inattentiveness
Distractibility
Hyperactivity
Disorganization
Impulsivity
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DMS-5 Criteria
Inattention:
Six or more symptoms of inattention for
children up to age 16
Five or more for adolescents 17 and older
and adults
Symptoms of inattention have been present
for at least 6 months, and they are
inappropriate for developmental level:
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Hyperactivity and Impulsivity:
Six or more symptoms of hyperactivity-
impulsivity for children up to age 16
Five or more for adolescents 17 and older
and adults
Symptoms of hyperactivity-impulsivity have
been present for at least 6 months to an
extent that is disruptive and inappropriate
for the person’s developmental level.
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In Addition
The following conditions must be met:
Inattentive or hyperactive-impulsive symptoms were present before age 12 years.
Several symptoms are present in two or more setting,
There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.
The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.
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ADD/ADHD Work-UP History
Behavior noted in more than 1 environment
Behavior before noted before 12 years old
Last Eye/Hearing Exam and by whom
Diet
Sleep Pattern
Physical Exam
Attention to the Heart, B/P
Behavior during visit
Connor Scale
Vanderbilt Scale (AAP toolkit)
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Tests
Lab: CBC, T4, Lead level, Magnesium
Screenings: Vision, Hearing
Scans (Becoming Standard of Care: AAP)
Normal brain activity at rest
Decreased activity, especially in the
prefrontal cortex, during a concentration
task
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Differential Diagnoses
Autism
Elevated Lead Level
Hyperthyroidism
Anemia
Visual/Hearing Disorders
Oppositional Defiant Disorder
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If Behavior Change is New
Consider head injury
Substance Abuse
Physical, Sexual, or Psychological Abuse
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Affects of ADD on Brain
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The Chemicals & the Brain
Prefrontal cortex
Cerebellum
Anterior cingulate
Basal ganglia Produces
Dopamine
Temporal lobes
Limbic System
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Types of ADHD
Classic ADD
Inattentive ADD
Over-focused ADD
Temporal Lobe
ADD
Limbic ADD
Ring of Fire ADD
Anxious ADD Dr. Amens
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Classic ADD/ADHDZametkin, et al., 1990
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Treating Classic ADD
Stimulants and Supplements Medications:
Ritalin, Adderall, Vyvanse, Concerta
Supplements: rhodiola, green tea,
ginseng, and the amino acid L-tyrosine
Fish oil that is higher in EPA than
DHA.
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Inattentive ADHD
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Treating Inattentive ADD
The goal---boost dopamine levels.
Supplements: amino acid L-tyrosine,
Stimulant:
Adderall, Vyvanse or Concerta.
Diet: High-protein, lower-carbohydrate diet
Exercise daily.
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Over-focused ADHD
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Treatment Over-Focused ADD
The goal-- boost serotonin and dopamine
Supplements first—L-tryptophan, 5-HTP,
saffron, and inositol.
If supplements don't help,
Effexor, Pristique, or Cymbalta.
Diet: Avoid higher-protein diet with this
type, which can make patients mean.
Neurofeedback training
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Temporal Lobe ADD
Low activity in the Frontal Lobe
Increased activity in the temporal lobe
More often seen in patients with head injuries
Classic ADD symptoms with a short fuse
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Treatment of Temporal Lobe
ADHD Supplements:
GABA (gamma-aminobutryic acid)
Magnesium
Gingko
Vinpocetine
Anticonvulsant medications
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Limbic ADDNo medication Amphetamine
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Treatment of Limbic ADD
Supplements
DL-phenylalanine (DLPA),
L-tryosine
SAMe (s-adenosyl-methionine)
Fish oil (Omega 3 EPA)
Medications
Wellbutrin Researchers think it works by increasing dopamine
Imipramine is another option for this type.
Exercise: Regularly
Diet:
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Ring of Fire ADD
Noticeable overall
increased activity
across the cortex
Low prefrontal
cortex activity (less
common)
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Treatment of R-of-F ADD
Stimulants
Elimination Diet
Supplements: GABA, 5-HTP, and L-tyrosine
supplements.
Anticonvulsants
Blood pressure medicines: guanfacine
and clonidine may be helpful, calming
overall hyperactivity.
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Anxious ADD
Classic ADD symptoms
Tense, anxious
Physical symptoms
Predict the worst
Freeze in anxiety-provoking situations
High Activity in the Basal ganglia and
deep structure in brain that produce
dopamine.
In most types of ADD, there is low activity
in these areas
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Treating Anxious ADD
Goal—increase relaxation and
boost GABA and dopamine levels.
Stimulants
Supplements—L-theanine, relora,
magnesium, and holy basil.
Tricyclic antidepressants-- imipramine or
desipramine to lower anxiety.
Neurofeedback
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Treatment Plans Include
Parent/Child education
ADHD as a chronic disease
Involves a team approach
Behavioral intervention strategies
School accommodations and
interventions
Medications
Requires regular follow-up and monitoring
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Pharmacology Treatment Medications
Should be started as soon as diagnosis is
made
First Line—Stimulants
Second Line—Antidepressants,
Anticonvulsants, Antihypertensives
Supplements
Omega 3
Magnesium
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Stimulant Medication
Immediate Release Mentylphenidate (10-60mg)
Ritalin, Metadate, Methylin, Concerta (18-54mg)
Dexmethylphenidate
Focalin (5-20mg)
Dextroamphetamine
Dexedrine (5-40mg)
Lisdexamphetamine
Vyvanse (30-70mg)
Amphetamines
Mixed amphetamine salts (Addrall 5-40mg))
Methamphetamine (Desoxyn-5-25mg)
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Sustained Release
Methylphenidate (10-60mg)
Ritalin SR, Ritalin LA,
Metadate ER, Metadate CD,
Metylin ER, Concerta, Daytrana (patch 15-
30mg)
Dextroamphetamine
Dexadrine spansules (5-40mg)
Amphetamine
Adderall XR (5-40mg)
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How they work
o Inhibition of dopamine reuptake
o Most have a rapid onset of action
o Symptom reduction in 30 to 60
minutes
o Duration of action 4 to 12 hours
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Side Effects & SolutionsSide Effects Solutions
Initial Insomnia Earlier dosing or with clonidine or
trazodone at bedtime
Reduced Appetite Switch to Focalin which may have
less affect on appetite
Stomach ache Give medication with Food
Mild Dysphoria Switch classes of stimulants, or add
an antidepressant such as
bupropion
Lethargy Reduce dose
Headache Reduce dose or Change stimulants
Preston, et al (2010)
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Special Cases
Preschool to School-aged Children 4-5 years of age—start with Behavior
therapy; assess for developmental problems
When therapy is not achieving symptom control, may try mediation
Currently, only dextroamphetamine is approved by the FDA for this age group.
Methylphenidate (Ritalin, Concerta, and Daytrana patch)
AAP recommendations
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Adolescents & Adults
Check for
Substance Abuse
Monitor for refills
Medication
coverage for
evening.
Use motivational
interviewing
techniques
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Alpha-2 Adrenergic AgonistsReduce irritability, aggression, impulsivity, and
insomnia, tics
Generic Brand Typical Dose (for
children &
Adolescents)
Clonidine Catapres 0.15-0.4mg
(3 to 4 times a
day)
Guanfacine Tenex 0.25-1.0 mg
(2 to 3 times a
day)
Preston et al
(2010)
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Antidepressants
Generic Brand Dose
Bupropion Wellburin DR/LA Child: 100-150 mg
Adult: 150-300mg
Atomoxetine
(Black Box
Warning)
Strattera
(Monitor Liver
function)
1.2-1.8mg/kg
(same for children
and adolescents)
Preston et al
(2010)
AAP
recommendation
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Benefits of Antidepressants
Once a day dosing
No need for special prescription pads
No addition potential
Most effective 5 to 40 days after starting
Typically cover 24hours
Can be used to treat comorbid
depression
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Deciding on Medication
Does the person have a tic disorder
Efficacy of medication
Preferred length of time coverage
Can swallow pills or capsules
Cost
Ease of administration
Minimum side-effects
Time of day for maximum symptom control (Concerta)
Will medication alter sleep pattern
Risk status for drug abuse
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Titrating Stimulants Start with low dose
Titrate on a 3 or 7 day bases
May evaluate symptom control with phone meetings with parents or adult
Increasing doses can be done by prescriptions that allow for dose adjustments upward
Or by 1 prescription of tablets/capsules with instructions to administer progressively higher amounts by doubling or tripling the dose weekly.
Week 4: face-to-face meeting with child/parent or adult
AAP recommendations
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When to Change
Medications
Stomach ache
Mild Dysphoria
Headaches
If no symptom control after 1 month
Target goals are not being meet
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Supplements
Omega 3 (higher in EPA than DHA)
Those reduce inflammation
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When the Medication
Does Not Work
Consider the Differential Diagnoses
Consider the other types of ADD
Consider need for poly-pharm
therapy, refer to a specialist.
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Follow-up Visits and
Recommendations
Teach patient/family how to monitor HR
and B/P
Ask School Nurse to monitor HR and B/P
after increase in medications
Increase medications at weekly intervals
Use long-acting medications
Follow-up face-to-face at 4 weeks
Every three months if on stimulants and
symptoms are controlled
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Barriers to Treatment
The family need to be informed
Myths
ADHD does not affect behavior
One outgrows ADHD
Cost of medication and supplements
Need for Lifestyle changes
increasing activity
changing diet
Being consistent with plan of care
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Behavioral Interventions
Create a routine.
Get organized.
Avoid distractions.
Limit choices.
Change your interactions with your child.
Use goals and rewards.
Discipline effectively.
Help your child discover a talent.
http://www.cdc.gov/ncbddd/adhd/treatment.html
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Case Study
Susie, a 7 year old, is referred to your
practice, because her teacher says that
she daydreams a lot in class and does not
get her work done. Mom feels frustrated
and asks if the teacher is making too
much out of this as Susie does not cause
any problems in the class.
What is your response?
Should this child be worked up for ADHD?
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What tests will you run?
Who will you have do the Connor or
Vanderbilt scale?
When will you start Susie on medication or
supplements?
What about diet?
What about exercise?
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Resources American Academy of Pediatrics (2013).
Implementing the Key Action Statements: Algorithm and Explanation for Process of Care for the Evaluation, Diagnosis, Treatment, and Monitoring of ADHD in Children and Adolescents, Pediatrics—Supplemental Information.
http://www.additudemag.com/adhd/article/621.html
http://www.webmd.com/add-adhd/guide/adhd-tests-making-assessment
http://www.cdc.gov/ncbddd/adhd/diagnosis.html
http://www.adhdandyou.com/hcp/about-adhd.aspx
http://www.amenclinics.com/
Preston, J.D., O’Neal, J. H., & Talaga, M. C. (2010). Child and Adolescent Clinical Psychopharmacology Made Simple (2nd Ed.) New Harbinger Publications, Inc.: Oakland,CA
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Thank You
Questions?
Visit the AAP
site for the
ADHD toolkit