Attention-deficit hyperactivity disorder, or ADHD, is an enduring mental disorder that may become noticeable in a child’s formative preschool years. According to the Centres for Disease Control and Prevention ADHD affects approximately 7 percent of the school-aged population and, for that reason, has turned into a public health concern (Medical News Today, 2007). Treatment compliance is exceptionally vital in view of the fact that the success of the medication depends on consistent administration. Unfortunately, hardly any children with ADHD are capable of assuming full responsibility for their medication.
In view of that, the underlying principle of this study is not just to present another piece of information to the already vast literature on ADHD. Instead, the author aims to specifically examine how to enhance medication compliance in children with ADHD. Existing studies will provide the author an overview on how ADHD medication compliance among children has been approached within the past years. Accordingly, a careful investigation in the current approach, future strategies, and obstacles will be done in this self-effacing research.
Moreover, anticipated changes, that will present a forecast on what will transpire in the future if the proposed medication in children with ADHD is effectively complied with, will be done in this research. Background of the Critical Issue ADHD is a form of brain disorder that sets off difficulty in concentration and attention, as well as can cause problems of being compulsive, which is the hyperactivity aspect of it (Reporter News, 2009). Children with ADHD may easily misplace several things or get bored really easily.
Sometimes they demonstrate irritability problems when they get anxious and edgy. Moreover, they normally divulge unrelated things during conversations. While symptoms of ADHD may appear to be childlike and merely annoying to observers, if left untreated or medication is not complied with, the pervasive and persistent effects of the symptoms can severely and insidiously interfere with one’s ability to maintain a generally positive self-esteem, maintain and establish interpersonal relationships, carry out one’s potential in the workplace, and to get the most out of education.
With that, ADHD has become the most commonly identified and studied psychiatric disorder in children. However, notwithstanding the numerous ADHD studies undertaken, only a handful of articles explain how to increase medication compliance in children with ADHD and, consequently, only pieces and bits of information become known in published sources. At present, what experts know about medication compliances are merely information from few studies and experiences from other chronic conditions.
The only interventions directly referable to ADHD are derived from specialty treatment centres that exchange information when clinicians convene at symposiums (Dodson, 2006, p. 1). With this regard, this paper will comprehensively examine current and planned approaches on how to increase medication compliance in children with ADHD. Current Research Management together with medication has been presently believed to be the most cost-effective approach in increasing medication compliance.
Some of the known medicines for ADHD are atomoxetine, pemoline, dextroamphetamine, methylphenidate and a combination drug known as Adderall. These medicines are believed to increase medication compliance since they are seen to improve concentration and attention, and decrease overactive and impulsive behaviours among patients. However, with the idea that it is advantageous for children to have a few days per week to be prescription free, many of them take their medication only during school days.
These children even experience a drug holiday during holidays or summer; therefore, allowing their bodies to function for a period of time exclusive of the aforesaid medications. In addition, researchers currently recommend a multi-tiered approach to children medication compliance, proposing more exhaustive services to children in greatest need and more traditional services to at-risk children; they believe that this may be the most cost-effective and practical strategy for helping preschoolers prevail over academic and behavioural challenges (Medical News Today, 2007).
Accordingly, early medication and intervention compliance techniques generally consist of extremely individualized school programs that normally relies reinforcement behaviour on positive supports. For instance, in consultation with preschool teachers the National Institute of Mental Health researchers attempted to increase medication compliance and provide effective intervention by modifying the school environments, such as altering classroom activities and tasks in order to accommodate ADHD students (Medical News Today, 2007).
Proposal for Change Treatment adherence and compliance are vital issues in the management of every chronic psychiatric and medical condition. ADHD shares a number of the barriers to adequate compliance that is common to all chronic conditions. For instance, many people believe that children would “grow out” ADHD as symptoms of the disorder generally get better as children learn to adjust and grow older. Apparently, however, this is not true for the majority of children. A noticeable number of children who have ADHD continue to be hot tempered, have mood swings, easily distracted, and are incapable of completing tasks.
In addition, many people believe that ADHD is a school-based disorder. As a result, the consequences of non-treatment adherence and compliance take place mostly outside the school environment, when children with ADHD are least expected to have been prescribed medication. Strategies The good thing about finding out Attention-deficit hyperactivity disorder early and treating it early is that children are more expected to live to their full potential (Reporter News, 2009). However, children who have ADHD may have trouble and difficulty in understanding directions, particularly in complying medications.
This can be very challenging not only to doctors and teachers, but also to parents, as it can cause a great deal of time, patience as well as trouble to the family. Parents need to adjust their home life to some extent in order to assist their child. In view of that, parents should make a schedule by setting specific times for going to bed, waking up, playing video games or watching TV, doing chores, doing homework, playing, eating and taking medicines. Schedule should be placed where the child is most expected to see it always, and if there are intended changes to the routine, parents should clarify the aforesaid changes in advance.
Parents should also make simple house rules, and to spell out what will happen when the rules are broken as well as when they are obeyed. Likewise, parents should ensure that the rules are understood by their child. They should get their child’s attention by making an eye contact with them. Parents should then tell their child in a calm and clear voice what they want the child to follow. Nevertheless, parents should keep all instructions short and simple, and must ask their child to repeat the said instructions back to them.
Finally, parents should ensure that their child is appropriately supervised all the time, as well as commend their child when the latter completes a task. For that reason, parents should reward these excellent behaviours. Obstacles Most people, including healthcare providers, still perceive ADHD as a strictly academic dilemma. This observation is reflected in medication patterns showing a large number of school-age children being exclusively treated Monday through Friday, from 7 in the morning to 3 in the afternoon but not on weekends, evenings, or during summer vacations and holidays (Dodson, 2006, p. ).
This is particularly depressing given the extensive study on the alarming consequences of non-treatment. Anticipated Changes If left untreated, children with ADHD have significantly greater possibility of being involved in illegal activity, becoming divorced or separated, having an unexpected pregnancy, contracting a sexually transmitted disease, being involved in serious accidents, and developing substance use disorders.
However, a growing amount of evidence reveals that successful medication reduces the possibility of these untreated ADHD outcomes to be found in non-ADHD general population (Dodson, 2006, p. 2). Accordingly, children who have supportive and loving parents who continuously work for the their wellbeing at home alongside mental health workers, school staff, and their doctor have the most excellent chance of becoming normal upon reaching adult age. Conclusion Up to 7 percent of American students suffer from Attention-deficit hyperactivity disorder, or ADHD.
However, this research concludes that ADHD is not just a school-based disorder in view of the fact that children with ADHD can also cause and experience troubles at home. Unfortunately, considering the high level of research in children with ADHD, little information is available on out of school interventions that help improve patient medication compliance. Children with ADHD require continuous encouragements and clear structure, both in school and home, in order for them to experience behavioural changes and, consequently, increase medication compliance.
Therefore, aside from medicines, doctors and teachers efforts, parents must also make a religious endeavour in taking care of their child with ADHD at home since it is strongly believed that ADHD medication does not end at school or clinics. Children who have ADHD tend to need clearer and more structured guidance, and home environment presents an enormous weight of realizing this appropriate guidance. Suggestions for Additional Information Tics and Tourette’s Syndrome, Changing Your Childs Behaviour, ADHD Medicines, Parenting Tips, Treating ADHD Medication.
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