Using Evidence-Based Research, Design And Develop A Parent G ✓ Solved

Using evidence-based research, design and develop a Parent G

Using evidence-based research, design and develop a Parent Guide for your choice of a disorder: ADHD or autism. The guide must include: signs and symptoms; pathophysiology; how the disorder is diagnosed; treatment options. Construct a 3-fold brochure, 2-page pamphlet, or a short PowerPoint presentation focused on parents. Materials should be written at a 6th–8th grade reading level and include parent-appropriate links. Prepare to share and provide feedback to another colleague.

Paper For Above Instructions

Title: A Parent Guide to Attention-Deficit/Hyperactivity Disorder (ADHD)

Quick overview for parents

ADHD is a common childhood condition that affects a child’s ability to pay attention, control impulses, and sit still. It can look different in each child. Some kids are mostly inattentive: they seem daydreamy or forgetful. Other kids are mostly hyperactive/impulsive: they move constantly or act without thinking. Many children have both types (combined) (American Psychiatric Association, 2013).

Signs and symptoms (what to watch for)

Look for patterns that happen in more than one place (home and school) and that affect daily life. Common signs include:

  • Easy distraction, trouble finishing tasks, losing items frequently (inattentive type) (CDC, 2020).
  • Fidgeting, trouble staying seated, running or climbing at inappropriate times (hyperactive type).
  • Acting without thinking, interrupting others, difficulty waiting turns (impulsive behaviors) (AAP, 2011).
  • Problems with organization and following multi-step instructions; school grades may fall despite normal or high ability (Barkley, 2014).

Pathophysiology (what we know about causes)

ADHD is linked to brain development and chemistry. Research shows differences in brain networks that manage attention, self-control, and planning. Brain imaging and genetic studies indicate heredity plays a strong role—ADHD often runs in families (Faraone et al., 2015). Neurotransmitters, especially dopamine and norepinephrine, are involved in attention and impulse control; many effective medications work by adjusting these chemicals (Stahl, 2014).

How ADHD is diagnosed (what the process looks like)

There is no single test for ADHD. Diagnosis comes from combining information from parents, teachers, and health professionals (APA, 2013). A reliable evaluation typically includes:

  • Careful history of the child’s behavior over time and across settings (home and school).
  • Standardized behavior rating scales completed by parents and teachers.
  • Medical exam to rule out hearing, vision, sleep problems, or medical causes.
  • Review of developmental, social, and school records. In some cases, psychological testing is helpful to check learning problems or other conditions (Volkmar et al., 2014).

To meet diagnostic criteria, symptoms must start before age 12, be present in two or more settings, and cause clear impairment (APA, 2013).

Treatment options (practical steps parents can take)

Treatment usually combines behavioral strategies and, when appropriate, medication. The right plan depends on the child’s age, symptom severity, and family preferences (NICE, 2018).

Behavioral and educational strategies

  • Behavior therapy: Parents learn clear rules, consistent routines, and positive rewards for good behavior. This is first-line for preschool-aged children (Wolraich et al., 2019).
  • School supports: Individualized Instruction, classroom accommodations, and a 504 plan or IEP can help your child succeed academically (AAP, 2011).
  • Skill training: Teach planning, organizing, time management, and social skills in small steps with repetition and visual supports.

Medications

Medications can reduce core ADHD symptoms for many children. Two main classes are stimulants (methylphenidate and amphetamine products) and non-stimulants (atomoxetine, guanfacine) (Stahl, 2014). Stimulants often work quickly and are well-studied. Non-stimulants are options when stimulants are not effective or cause side effects. Medication decisions are made with a clinician after discussing benefits, possible side effects, and monitoring plans (Faraone et al., 2015; NICE, 2018).

Monitoring and follow-up

Regular follow-up visits with the prescriber help check symptom improvement, side effects, growth, sleep, and mood. Schools should be included in the plan so teachers can report progress (MTA Cooperative Group, 1999).

When to seek help

Contact your pediatrician or a mental health professional if your child’s behavior is causing trouble at school, creating family stress, or harming the child’s learning and friendships. Early evaluation and support can improve outcomes (CDC, 2020).

Practical tips for parents (easy to use)

  • Keep daily routines (same bedtime, morning, homework time).
  • Break tasks into short steps and use checklists or timers.
  • Give one clear instruction at a time and use visual reminders.
  • Praise specific behavior immediately (e.g., “Thank you for putting your book away”).
  • Plan short, active breaks during homework to help focus.

Helpful parent links (trusted, easy-to-read)

Closing note

ADHD is a treatable condition. With the right supports—behavioral strategies, school accommodations, and thoughtful use of medication when needed—most children improve and develop important skills for school and life. Work closely with your child’s care team, keep open communication with teachers, and seek support when needed (Barkley, 2014).

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: APA.
  • American Academy of Pediatrics. (2011). ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics.
  • Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). New York: Guilford Press.
  • Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., & Rohde, L. A. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1, 15020.
  • MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry.
  • National Institute for Health and Care Excellence (NICE). (2018). Attention deficit hyperactivity disorder: Diagnosis and management. NICE guideline NG87.
  • Centers for Disease Control and Prevention (CDC). (2020). Attention-Deficit / Hyperactivity Disorder (ADHD). Retrieved from https://www.cdc.gov/ncbddd/adhd/
  • National Institute of Mental Health (NIMH). (n.d.). Attention-Deficit/Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd
  • Stahl, S. M. (2014). Stahl's Essential Psychopharmacology: Prescriber's Guide (5th ed.). Cambridge University Press.
  • Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., & State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237–257. (Included for differential context.)

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