MedifocusHealth

The goals of treatment for children, adolescents, and adults include:

• Controlling symptoms of ADHD, minimizing disability, and maximizing function
• Improving interpersonal relationships
• Enabling effective education in the classroom for children, adolescents, college students or employment opportunities and management for adults
• Preparing the child/adolescent for the next stages of life

There are two components to therapy for ADHD:

• Setting realistic goals
• Initiating treatment

An important aspect of therapy for ADHD is family education - helping the family understand ADHD, understand what the child is going through, and agreeing on goals, treatment, and follow-up. Parental involvement is very important for successful treatment and maintenance of progress in ADHD. ADHD is a complex disorder and the diagnosis can be confounding and frightening for the parents. The primary physician may assemble a team of professionals, educators, and mental health experts who will treat the child and provide parents and family members with guidance in dealing with the difficulties they are facing and setting realistic goals. Many parents and families also benefit from joining support groups where they can discuss their frustrations, successes, and concerns with others who are in a similar circumstance.

The AACAP notes that effective long-term management of ADHD must be a undertaken by a clinician experienced in the treatment of ADHD. Treatment plans must be individualized for each patient regarding treatment modality, duration of treatment, and frequency of follow-up visits. The frequency of follow up can range from 2-4 times per year for uncomplicated cases of ADHD to weekly visits for severe dysfunction or complications of ADHD. These decisions are based on:

• The severity of symptoms
• Response to treatment
• Comorbidities of other psychiatric conditions
• Degree of impairment in home, school, or work
• Impact on involvement in social activities

The American Academy of Pediatrics recommends beginning treatment by setting 3-6 specific treatment goals to be met within a reasonable time period. The goals may involve whatever aspect of ADHD behavior is the highest agreed upon priority, such as working on peer relations or remembering to bring homework everyday. For children and adolescents in school, open communication between the child, teachers, and parents is essential so that consistent policies surround the child. Progress is measured by specific points, such as:

• How often the teacher reports disciplinary problems
• Observation of behavior at home
• Time spent on homework
• Change in peer relationships
• Improved communication between child and family members/teachers
• Less intensity reported in improper behavior
• Appropriate responses to surrounding cues