Adhd workshop for paediatricians
This presentation is the property of its rightful owner.
Sponsored Links
1 / 81


  • Uploaded on
  • Presentation posted in: General

ADHD WORKSHOP FOR PAEDIATRICIANS. UCT Paediatric Refresher Course Feb 2010. The role of the Paediatrician in the treatment of ADHD. Diagnosis and management Increase in presentation More presentations to Paediatricians and reluctance to visit a Psychiatrist Families need from Paediatrician

Download Presentation


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Adhd workshop for paediatricians


UCT Paediatric Refresher Course

Feb 2010

The role of the paediatrician in the treatment of adhd

The role of the Paediatrician in the treatment of ADHD

  • Diagnosis and management

  • Increase in presentation

  • More presentations to Paediatricians and reluctance to visit a Psychiatrist

  • Families need from Paediatrician

  • Awareness of differential diagnosis

  • Awareness of co-morbidity

  • Medication cornerstone of treatment but holistic approach very NB

  • Paediatrician may be first professional to notice ADHD

General concepts of adhd

General concepts of ADHD

  • Aetiological and symptomatic understanding

Adhd workshop for paediatricians

  • Predominantly a neurobiological condition

  • Strong family history

  • Constellation of symptoms (vs. signs)

  • Core symptoms: Inattention

  • Hyperactivity/Impulsivity

  • DSM IV criteria




  • Failure to give close attention to detail

  • Difficulty sustaining attention

  • Not listening when spoken to directly

  • Inability to finish work / follow through instructions

  • Difficulty organizing tasks or activities

  • Avoidance of tasks requiring sustained mental effort

Adhd workshop for paediatricians

  • Often looses things required for tasks

  • Easily distracted

  • Forgetful in daily activities

  • 6 symptoms required


  • Fidgety

  • Difficulty remaining in seat

  • Excessive running about / subjective feeling of restlessness

  • Difficulty engaging in leisure activity quietly

  • On the go / “driven by motor”

  • Excessive talking

Adhd workshop for paediatricians


  • Blurting out of answers

  • Difficulty waiting turn

  • Often interrupts or intrudes on others

  • 6 criteria required

Adhd workshop for paediatricians

  • ALSO

  • Symptoms present before age 7 years

  • Impairment in 2 or more settings

  • Impaired functioning

  • Symptoms not due to other causes

Adhd workshop for paediatricians

  • Spectrum of presentation i.e.. Below threshold presentation vs. mild/moderate presentation vs. severe and complicated presentation with several comorbid conditions

  • Up to 50% of children have co morbid disorder(s)

Adhd workshop for paediatricians

  • Impairment in social, family and academic functioning

  • Occurrence in at least 2 settings

  • Onset during childhood

  • Longitudinal course - 2/3 of patients progress into adulthood

Adhd workshop for paediatricians

  • Why are more children presenting now?

  • “Evolutionary” concept of ADHD

  • How/why do most patients/families present?

  • Disruption (in class) probably most common reason for referral

Has modern society created a disorder from a previous strength

Has modern society created a disorder from a previous strength?

  • Genetic and adaptive factors in ADHD

  • Information overload

  • Stimulation overload

  • Academic overload

  • Outsourcing of care

  • Is it normal for a child to sit still at a desk for 6 – 8 hours

  • Societal issues vs mental health issues

Why nb to treat

Why NB to treat

  • Academic potential

  • Disruption

  • Self esteem

  • Impaired functioning (academic, social, family )

  • co morbidity

Evaluation of clinical approach to the child presenting with adhd

Evaluation of/Clinical approach to the child presenting with ADHD

  • May depend on referral source e.g.. Psychologist, school, parents etc

  • N.B. to take ones time, i.e. extended consult, 2-3 consultations

  • Differential diagnosis and co morbidity always need to be born in mind

Adhd workshop for paediatricians

  • Interview with parents (may need to start off without the child)

  • Child interview

  • Family observation

  • Physical information/evaluation of the child

  • Additional information/investigation

Interview with parents

Interview with parents

  • May initially be necessary to exclude the child

  • Presenting complaint

  • History of presenting complaint

  • DSM IV checklist

  • Context of symptoms

  • Resulting impairments

Adhd workshop for paediatricians

  • Differential diagnosis i.e. may the child’s symptoms be due to another cause other than ADHD

  • Co morbidity i.e. are there additional emotional symptoms that the child is displaying e.g.. Mood, anxiety, conduct, defiance, intellectual impairment etc.

Adhd workshop for paediatricians

  • Past psychiatric history including ADHD and treatment, past alternative treatments

  • Developmental history

  • Areas of strength

  • Medical history including medications

Family history

Family history

  • History of ADHD or co morbid disorder

  • Learning difficulty

  • Family coping style, level of organisation and resources

  • Family stressors

  • Signs of abuse and neglect (especially in younger children)

Child interview

Child Interview

  • Note symptoms of ADHD (may however be absent during one on one consultation)

  • Note and explore:

  • Defiance

  • Aggression

  • Anxiety

  • Obsessions and compulsions

Adhd workshop for paediatricians

  • Form, content and logic of thinking and perception

  • Fine and gross motor coordination

  • Tics and movement disorders

  • Speech and language ability

  • Clinical estimate of intellect

Family observation

Family observation

  • Patients behaviour with siblings and parents

  • Parental responses to child’s behaviour

  • Parental level of agreement around child rearing principles and discipline

Physical evaluation

Physical evaluation

  • Past medical history and medication

  • Medical record over past 12 months

  • Stability of any illnesses e.g. asthma, allergies etc (may tip the balance)

  • Visual acuity

  • Hearing

  • Height, weight and growth chart

  • Other evaluation as indicated e.g. neurological, cardiology, developmental assessment

Additional information investigations

Additional information/investigations

  • Forms/rating scales completed by parents, teachers and significant others

  • Conner’s forms: basic and extended, also important to complete once patient being treated

  • School reports (especially the comments)

Adhd workshop for paediatricians

  • Collateral information from teacher and others (aftercare, other carers)

  • Depending on presentation child may need:

  • Psychometric assessment

  • Speech and language assessment

  • OT assessment

  • No “special tests” available

Adhd workshop for paediatricians

  • Differential and co morbid scan

  • Diagnostic formulation

  • Treatment plan

The younger and older child

The younger and older child

  • Young child: rule out neglect, abuse and other environmental factors, mother/parent: child relationship difficulties may be important contributor

  • Older child: NB. To make patient an active participant in treatment

Treatment intervention


  • Non pharmacological

  • Pharmacological (cornerstone of treatment)

Non pharmacological interventions

Non pharmacological interventions

  • Psycho education: parents, child, others

  • Collaboration with/ interventions at school

  • Additional school/ remedial resources

  • Support group for parents

  • Books and other materials

  • Behavioural interventions

Behavioural interventions

Behavioural interventions

  • Should be part of overall intervention

  • May be used on own if symptoms mild or parents refusing meds

  • Attend to child’s misbehaviours and complaints (target symptoms)

  • Token systems (target symptoms)

  • Time out

  • Manage non compliant behaviour in public places PTO

Adhd workshop for paediatricians

  • Daily school report and other school interventions

  • Anticipate future misconduct

  • Structure, routine, boundaries, predictability

  • *** may all be impossible if family stressors or if parent(s) have ADHD

Adhd workshop for paediatricians

  • Play therapy, CBT and social skills training not helpful in children who only have ADHD/ADD

  • May be useful for co morbid disorders

  • No empirical evidence for dietary intervention unless proven food intolerance

  • ? Food colorants in the very young

Pharmacological interventions

Pharmacological interventions

  • Methylphenidate: Ritalin IR

  • Ritalin LA

  • Concerta

  • Atomoxetine: Strattera

  • Other: Imipramine

  • Clonidine

Side effects and their management methylphenidate

Side effects and their management:Methylphenidate

  • Loss of appetite (daily quantity N.B.)

  • Weight loss (monitor)

  • Headache, abdominal pain

  • Rebound phenomena

  • Anxiety

  • Tics

  • Depression

  • Affective blunting/ emotional lability

  • insomnia

Management of stimulant s e

Management of stimulant S/E

  • loa

  • loss of wt

  • early insomnia

  • blunted affect

  • tic

  • stereotypic movement

  • growth delay

If symptoms severe change to 2nd line meds

l o a

decrease dosage

increase breakfast + supper

if early - dev of tolerance

monitor wt and ht

if symptoms severe -- change to 2nd line meds

Adhd workshop for paediatricians

loss of wt

decrease dose

increase caloric intake (breakfast and supper)

no meds over w/e and holidays

monitor wt, growth curve

hope for tolerance

Adhd workshop for paediatricians

early insomnia

if IR - no meds after 3pm

if LA - lower dosage,

give dose earlier, give before breakfast for faster absorption

ensure bedtime routine eg reading

Clonidine, anntihisamine,melatonin

Adhd workshop for paediatricians

blunted affect

decrease dosage

change preparation

Adhd workshop for paediatricians


discontinue, if tic disappears restart

if tic recurs - change meds

Adhd workshop for paediatricians

  • stereotypic movement

    decrease dosage

  • growth delay

    decrease dosage

    drug holidays

    bone age monitoring on radiograph



  • Gastrointestinal disturbances

  • Sedation

  • Decreased appetite

  • Hepatic disorder

  • Black box warning: suicidality

  • “feeling ill” but unable to verbalize

  • Severe acting out behaviour

Adhd workshop for paediatricians

  • N.B. to discuss side effects before commencing treatment

  • Monitor for side effects

Adhd workshop for paediatricians

  • Use of different methylphenidate preparations i.e. which one to use

  • Advantages and disadvantage

Adhd workshop for paediatricians

  • Ritalin vs. Strattera

  • Ritalin generally considered 1st line

  • Consider Strattera if: tics, anxiety, Ritalin intolerance, patient preference

Introducing medication

Introducing medication

  • Dosage

  • Start over weekend (parents feel in control)

  • Warn re side effects

  • Ritalin : fast onset

  • Strattera : 4-6 weeks onset (may start in holidays)

  • Drug holidays ; depends on side effects and level of functioning off meds

  • Follow up regularly including Connors form and collateral (see later)

Adhd workshop for paediatricians

  • A 9 year old girl is on Concerta 36mg daily. Reports from school indicate that her concentration remains poor until 1st break. What would your approach be?

Adhd workshop for paediatricians

  • Establish at what time meds are taken

  • Consider adding 5 - 10mg Ritalin mane

Adhd workshop for paediatricians

  • An 8 year old girl refuses to take Ritalin LA 20mg as she feels she cannot swallow it. What would you advise?

Adhd workshop for paediatricians

  • An 8 year old boy commenced on Strattera complains of persistent midday nausea. How would you manage him?

Adhd workshop for paediatricians

  • A single mother presents with her four year old son who presents with symptoms of ADHD. What would your approach to management be?

Adhd workshop for paediatricians

  • An 11 year old boy with ADHD and co morbid oppositional disorder stops responding to Ritalin LA 20 mg. you increase the dosage to 30mg without much success. How would you approach this presentation

Adhd workshop for paediatricians

  • A matriculant presents to you whom you had last seen 4 years ago and treated for ADD. He decided to stop meds then but now realises he requires them to get a decent matric result. How would you approach this problem?

Role play the difficult parents

Role play : the difficult parents

Adhd workshop for paediatricians

  • Meds around for over 30 years- no major lawsuits in USA

  • “drug” dependency issues – the opposite is true, never come across a child addicted to Ritalin, drug dealers don’t stock Ritalin…Why not

  • Self esteem issues and marginalisation

  • Co morbidity

  • Sitting on the other side

  • Why withhold something that works e.g. other meds (asthma), spectacles

  • Consideration of trial of meds

  • In and out of system….like coffee

  • If side effects… at least you can say you tried

Adhd workshop for paediatricians

  • Empirical evidence of other interventions lacking, i.e. diet, multivitamin loading, specialized programmes etc

  • If there were a proven intervention programme say over 10-15 sessions I would certainly administer it. It would be far more remunerative for me

  • If you know of a programme show me the evidence

  • Internet myths--- you can find anything on the internet

Patient follow up

Patient follow up

  • What would your follow up strategy and protocol be for a patient that you have commenced on medication?

  • What specific features would you be looking out for?

Adhd workshop for paediatricians

  • Frequency of follow up (scripts may act as a good gatekeeper)

  • Weight, height, pulse and blood pressure

  • Co morbidity check, other disorders may creep in over time

  • Assess level of functioning in all spheres

  • Repeat Connor’s form

  • Side effects

  • Dosage

  • When to discontinue?

Differential diagnosis of adhd add and co morbidity

Differential diagnosis of ADHD/ADD and co morbidity

  • ADD may often go undetected until later. Why?

  • Symptoms of ADHD may often mimic other psychiatric conditions

  • In addition about 50% of individuals with ADHD meet criteria for one or more other psychiatric disorder(s)

  • The list is long and the treatment may be complex

Differential diagnosis and co morbid conditions

Differential diagnosis and Co morbid conditions

  • Oppositional Defiant Disorder

  • Anxiety Disorders (incl OCD)

  • Mood Disorders (incl BMD)

  • Conduct Disorder

  • Learning Disorder

  • Tourette’s Disorder, Motor Tic Disorder

  • Substance Abuse Disorder

Adhd workshop for paediatricians

  • Pervasive Developmental Disorder

  • Sleep Difficulties/Disorders

  • Accidental Injuries

  • “Personality Difficulties”, Cluster B traits

  • Family dysfunction

  • Medical illnesses/ medication

  • Actively exclude co morbidity

  • Consider when ADHD “refractory”

Adhd workshop for paediatricians

  • ,

Joseph Biederman and Stephen Faraone 1996

Differential diagnosis

Differential diagnosis

  • How would you differentiate a child suffering from ADHD/ADD from the following condition(s):Note that these patients may be referred to you with a request to treat their “ADHD/ADD”

  • Anxiety disorder( all types)

  • Depression

  • Bipolar mood disorder

  • Learning disorder

  • Oppositional defiant disorder

  • Substance use disorder

  • Pervasive developmental disorder

Adhd workshop for paediatricians

  • Similarities in presentation

  • vs

  • Differences in presentation

  • See flip chart

Co morbidity and adhd add

Co morbidity and ADHD/ADD

  • More complex than establishing whether another diagnosis/disorder may be responsible for an “ADHD/ADD” presentation is when one or more disorders are indeed present in addition to ADHD/ADD

  • Furthermore when these disorders present during treatment of ADHD we need to ask ourselves whether these symptoms could be as a result of medication

Adhd workshop for paediatricians

  • If co morbid condition(s) is mild, treatment of ADHD may significantly improve co morbid presentation

  • Caution in :

  • Anxiety disorders and stimulants (academic performance anxiety may however be improved)

  • Tourrette’s disorder

  • Bipolar mood disorder

Adhd workshop for paediatricians

  • Psychological intervention often necessary when co morbid conditions present

  • Polypharmacy may be unavoidable

  • Second opinions often useful

Adhd workshop for paediatricians

  • How would you treat a child with ADHD and the following comorbidities given the fact that the child/family is receiving psychological intervention?

  • Tourette’s syndrome

  • PDD

  • BMD

  • Substance abuse

  • Anxiety disorder

  • Depressive disorder

Tourette s syndrome

Tourette’s Syndrome

  • clonidine

  • atomoxetine

  • stimulants (not as problematic as initially thought)

Pervasive development disorder

Pervasive Development Disorder

  • meds not as effective 50% vs 70%

  • S/E less well tolerated

  • can be used but monitor

  • ? other agents eg Risperidone

B m d


  • OK to use once stable on mood stabilizer

    Substance abuse

  • avoid stimulants (however)

  • NB preventative role

Anxiety disorder

Anxiety Disorder

  • Second line agents

  • add SSRI

Depressive disorder

Depressive disorder

  • Consider adding a SSRI (Fluoxetine)

  • Imipramine of limited value

Challenging cases over time

Challenging cases over time

  • Imaad, 5 yrs old at end 2007

  • Met parents at ADHD Support Group

  • Recently diagnosed with ADHD and had been commenced on Ritalin 5mg mane

  • Now presents with mood swings and irritability in afternoons

  • Changed to Concerta 18mg with good effect

  • Mid 2009 – Psychometric assessment reveals some learning difficulties and significant ADHD “break through” symptoms

Adhd workshop for paediatricians

  • Increased dose to 36mg, initially symptoms controlled

  • Oct 2009 emergence of vocal tic (parents concerned +++)

  • changed to Atomoxetine, Clonidine and Risperidone (monotherapy)….. Mild reduction of tics but ADHD out of control

  • Recommenced on Concerta 18mg in Jan 2010, ADHD symptoms controlled, still minor vocal tics

Adhd workshop for paediatricians

  • Lara, grade 1, 2009, Referred with diagnosis of ADHD/anxiety…Aggression on Strattera, mood swings on Ritalin, dysinhibited on Fluoxetine

  • Found to have additional ODD when seen

  • Predominant symptom ADHD

  • Commenced on Concerta 18mg

  • Developed severe insomnia

Adhd workshop for paediatricians

  • Commenced on Risperidone 0,25- 0.5 mg nocte, Concerta stopped

  • Manageable

  • 2010- severe anxiety , not coping at school, psychometric assessment – discrepencies, weight gain

  • Commenced on 12.5mg Sertraline recently….. Awaiting response

Adhd workshop for paediatricians

  • Tristan, aged 8, 2009, ADHD, tics and temper outbursts. Started on Strattera….

  • Major “meltdown” requiring hospitalisation

  • Sensitive and hyperreactive

  • Co morbid ODD, anxiety and ? Depression

  • Strattera stopped

  • Commenced on Risperidone 0,5mg and Fluoxetine 10 mg

Adhd workshop for paediatricians

  • Reasonable response

  • Concentration difficulties at school Sept2009

  • Addition of Concerta 18mg

  • Good response

  • RSA karate champ end 2009

  • Mini “meltdown” beginning school year 2010

  • Parental tension

  • Couple counselling

  • Keeping fingers crossd……

Adhd workshop for paediatricians

  • Recent referral

  • Learning disorder and ADHD

  • PTO

Adhd workshop for paediatricians

  • Comment of the year 2009

  • A 17 year old boy diagnosed with ADHD in Grade 11 and commenced on Methylphenidate:

  • Marks initially improved by 20%

  • “For the first time in my life I realized that I am not STUPID!”

  • Login