ANSWER
First Reaction: Children’s ADHD and Depression
Children’s Psychiatric Evaluation and Interview
The paper by Daviss and Bond (2016) highlights how difficult it is to evaluate kids who have both depression and ADHD. Important things to think about are:
Developmental Context: In contrast to adults, children frequently exhibit symptoms that differ according to their developmental stage. While depressive symptoms like withdrawal may become obvious as children become older, behaviors like hyperactivity may be more noticeable in younger children (Daviss & Bond, 2016).
Family and Educational Input: It is essential to collect data from parents, educators, and other caregivers. Children might not understand their symptoms, thus observations need to be supported by supplementary data.
Symptom Overlap: ADHD and depression may present with similar symptoms, such as irritability, low frustration tolerance, and inattention. To prevent misdiagnosis, clinicians must carefully distinguish between these symptoms (Daviss & Bond, 2016).
Impact of Comorbidities: Poorer results, such as more scholastic difficulties and emotional anguish, are frequently the result of comorbid ADHD and depression, necessitating a comprehensive evaluation to treat both disorders at the same time.
Comprehensive Evaluation Development
The following actions are advised when evaluating a child who may have depression, ADHD, or both:
First Interview and Taking History:
Bringing Up Concerns: Start by getting a thorough account of the child’s symptoms, including when they started, how long they lasted, and the setting (such as home or school).
Medical and Developmental History: Look for early developmental milestones, prenatal exposures, and illnesses that could resemble or worsen depression or ADHD.
Examine family histories of mental illnesses since these could point to genetic predispositions.
Approved Evaluation Instruments:
Make use of depression-specific instruments such as the Children’s Depression Inventory (CDI) and ADHD-specific scales such as the Vanderbilt ADHD Diagnostic Rating Scale.
Tools such as the Conners’ Comprehensive Behavior Rating Scale can shed light on overlapping symptoms in comorbid presentations (Daviss & Bond, 2016).
Observations on Behavior:
Throughout the evaluation, keep an eye out for indications of impulsivity, hyperactivity, or emotional disorders in the child’s behavior.
Collateral Data:
To obtain a thorough grasp of the child’s functioning in various contexts, gather feedback from teachers and caregivers.
Diagnosis Differential:
Disqualify other illnesses that might exhibit comparable symptoms, such as anxiety disorders, learning impairments, or trauma-related problems.
All-inclusive Treatment Strategy:
Create a customized treatment plan that takes into account both non-pharmacologic and pharmacologic approaches to treat depression and ADHD.
The Value of Multi-Informant Input for Scholarly Support: According to Loe and Feldman (2017), depression and ADHD frequently manifest differently in various contexts, necessitating the participation of several informants in order to guarantee a precise diagnosis.
Overlap in Symptomatology: Roy et al. (2017) stress the value of using structured interviews to differentiate between overlapping symptoms, such as irritation and inattention, which can be ascribed to either disease.
Assessment Tools: According to the American Psychiatric Association (2016), instruments such as the Vanderbilt scale and CDI are validated and commonly advised in the diagnosis of depression and ADHD.
Treatment Considerations: Nguyen et al. (2020) talk about how well children with comorbid disorders respond to combined therapies, including cognitive-behavioral therapy (CBT) for depression and stimulant drugs for ADHD.
Responses from Peers
Response 1: Comparison and Contrast: Draw attention to the ways that your strategy and that of your peer are comparable, such as the focus on supporting data. Talk about any discrepancies, including tool or treatment strategy prioritization.
Extra Support: Provide extra information, such a particular evidence-based scale that goes well with their evaluation methodology.
Question: Find out how they would handle situations in which parents don’t agree with the diagnosis or suggested course of therapy.
Response 2: Comparison and Contrast: Talk about how your method of observing behavior might be similar to or different from theirs. For instance, during clinic visits, you may have placed a strong emphasis on structured observations.
Extra Support: Offer publications or proof to bolster their treatment strategy, particularly for non-pharmacologic approaches like parent management education.
Ask them how they would deal with the stigma attached to children’s depression or ADHD in the home or at school.
Citations
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, American Psychiatric Association, 2016.
Bond, J. B., and Daviss, W. B. (2016). Methods of assessment and treatment for comorbid depression and ADHD. 33(9) Psychiatric Times. From https://www.psychiatrictimes.com, taken
Feldman, H. M., and I. M. Loe (2017). educational and academic results for kids with ADHD. Pediatric Psychology Journal, 42(6), 647-665.
M. L. Nguyen and associates (2020). Children with depression and ADHD can benefit from integrated therapies. 59(2), 112-121, Journal of Child and Adolescent Psychiatry.
A. Roy and associates (2017). Assessment techniques for distinguishing between comorbid depression and ADHD. 20(1), 1–22; Clinical Child and Family Psychology Review.
Please let me know if you need help creating the peer answers or editing any parts of them.
QUESTION
Unit 6-ADHD or Depression-Due 10-9. 800w initial response. 4 references. Peer response- 2 replies 400w total and 4 references. Please use course resource/ textbook and DSM5 as reference.
Initial Response
Instructions:
review the article “Comorbid ADHD and depression: Assessment and treatment strategies” https://www.psychiatrictimes.com/view/comorbid-adhd-and-depression-assessment-and-treatment-strategies
· Daviss, W. B., MD, & Bond, J. B., MD. (2016, September 7). Comorbid ADHD and depression: Assessment and treatment strategiesLinks to an external site. . Psychiatric Times, 33(9).
1. Based on the article discuss distinct considerations linked with the psychiatric interview and assessment of children.
2. Define how you would progress with a comprehensive assessment of a child with suspected ADHD, depression, or both.
3. Support your statements with a minimum of 4 scholarly articles.
Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.
Please be sure to validate your opinions and ideas with citations and references in APA format.
Peer Response
Instructions:
Please read and respond to at least two of your peers’ initial postings. You may want to consider the following questions in your responses to your peers:
· Compare and contrast your initial posting with those of your peers.
· How are they similar or how are they different?
· What information can you add that would help support the responses of your peers?
· Ask your peers a question for clarification about their post.
· What most interests you about their responses?