Hours Ago: Idealmis Espinosa Week 9 Main Discussion

14 Hours Agoidalmis Espinosaweek 9 Main Discussioncollapsetop Of Formn

The assignment involves describing a clinical case study of an African-American girl aged approximately 12 to 15, exhibiting behaviors indicative of Attention Deficit Hyperactivity Disorder (ADHD). The focus is on her hyperactive and impulsive behaviors, including difficulty settling during sessions, rapid speech, interrupting, excessive movement, and inability to wait her turn.

The discussion requires an analysis of her symptoms based on DSM-5 criteria, distinguishing between hyperactivity and impulsivity versus inattentiveness. The case highlights the importance of accurate diagnosis, considering that these behaviors are not due to misunderstanding instructions or oppositional behavior.

The treatment options discussed include pharmacological interventions, specifically stimulant medications like methylphenidate, and non-pharmacological approaches such as Cognitive Behavioral Therapy (CBT). The paper emphasizes the efficacy of stimulants, their mechanism of action involving dopamine modulation, and the role of CBT in improving social and cognitive outcomes when combined with medication.

Paper For Above instruction

The clinical presentation of a young African-American girl exhibiting hyperactive and impulsive behaviors offers a rich context for understanding Attention Deficit Hyperactivity Disorder (ADHD). Her manifestations—fidgeting, talking excessively, interrupting, difficulty remaining seated, and rapid speech—align closely with core symptoms of hyperactivity and impulsivity as outlined in the DSM-5 criteria. Accurate diagnosis hinges upon differentiating these behaviors from oppositional defiant patterns or comprehension issues, and confirming that these symptoms persist for at least six months and are not better explained by other conditions (American Psychiatric Association, 2013).

The primary challenge in this case revolves around the observable hyperplasia of physical activity and impulsive responses, which significantly impair her social interactions and ability to focus during sessions. Her difficulty sitting still and tendency to engage in multiple behaviors simultaneously suggest hyperactivity, while interrupting and blurting responses exhibit impulsivity. Notably, inattention appears less prominent based on the description, indicating a diagnosis of predominantly hyperactive-impulsive type ADHD. This distinction is essential because treatment approaches may differ accordingly (Krull, 2019).

Pharmacological intervention remains the cornerstone of ADHD management, particularly stimulants such as methylphenidate. These medications operate primarily by increasing dopaminergic activity in the brain, which enhances executive functions and reduces hyperactivity and impulsivity (Magnus, Nazir, Anikumar, & Shaban, 2019). Methylphenidate is widely regarded as effective, with efficacy rates reaching approximately 70%, and has a well-established safety profile when monitored appropriately (Hawk et al., 2018). In this case, methylphenidate is chosen due to its proven benefit in reducing core ADHD symptoms, facilitating better behavioral control, and improving overall functioning.

Research indicates that stimulants’ mechanisms involve more than dopamine elevation; they also enhance cognitive processes such as attention regulation, working memory, and response inhibition, which are often impaired in ADHD (Hawk et al., 2018). By targeting these cognitive deficits, methylphenidate can decrease impulsivity, hyperactivity, and improve attention span, thereby enabling the child to participate more effectively in daily activities and social interactions.

In addition to medication, psychosocial interventions, notably Cognitive Behavioral Therapy (CBT), serve as vital adjuncts, especially to address social skills deficits, emotional regulation, and negative thought patterns. Studies have demonstrated that CBT tailored for adolescents with ADHD yields positive outcomes, including improved self-esteem, better impulse control, and enhanced social functioning (Sprich, Burbridge, Lerner, & Safren, 2015). CBT techniques often involve teaching organizational skills, cognitive restructuring, and problem-solving strategies, which empower the client to manage her behaviors more effectively outside the clinical setting.

Combining pharmacotherapy with CBT offers an integrated approach, addressing both neurobiological and behavioral components of ADHD. Such a multimodal strategy tends to produce the most durable and comprehensive improvement, particularly in young adolescents navigating complex social environments (Molina et al., 2009). It is critical to personalize treatment plans, regularly monitor medication effects, and adapt psychosocial interventions to meet individual needs.

Overall, the diagnosis of ADHD in this particular client hinges on a systematic assessment of her observable behaviors, duration, and exclusion of other possible explanations. Pharmacotherapy with methylphenidate, complemented by focused CBT, represents the evidence-based approach most likely to improve her behavioral symptoms, social interactions, and overall quality of life. Future care should involve continuous evaluation, family involvement, and adjustments to the treatment plan as required to ensure optimal developmental outcomes.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Hawk Jr, L. W., Fosco, W. D., Colder, C. R., Waxmonsky, J. G., Pelham Jr, W. E., & Rosch, K. S. (2018). How do stimulant treatments for ADHD work? Evidence for mediation by improved cognition. Journal of Child Psychology and Psychiatry, 59(12), 1242-1250.
• Krull, K. R. (2019). Attention deficit hyperactivity disorder in children and adolescents: Overview of treatment and prognosis. UpToDate. Waltham, MA.
• Magnus, W., Nazir, S., Anilkumar, A. C., & Shaban, K. (2019). Attention deficit hyperactivity disorder (ADHD). In StatPearls. StatPearls Publishing.
• Molina, B. S., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., ... & Wells, K. C. (2009). The MTA at 8 years: prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 484-500.
• Sprich, S. E., Burbridge, J., Lerner, J. A., & Safren, S. A. (2015). Cognitive-behavioral therapy for ADHD in adolescents: Clinical considerations and a case series. Cognitive and Behavioral Practice, 22(2), 137-148.