Download Free Medical ADHD Assessment and Treatment in Primary Care PowerPoint Presentation

ADHD Assessment and Treatment in Primary Care PowerPoint Presentation

DOWNLOAD MEDICAL POWERPOINT PRESENTATION

About This Presentation

Description : Check out this medical presentation on Pediatrics, which is titled "ADHD Assessment and Treatment in Primary Care", to know about ADHD Assessment and Treatment in Primary Care.

Tags : Pediatrics, ADHD Assessment, Treatment, Primary Care

Published on : Aug 03, 2021 | Views : 1712 | Downloads : 3

Shareable Url :

Embed Code :

Comment

Transcript

Slide 1-

ADHD Assessment and Treatment in Primary Care BHC Outreach Meeting
Slide 2-

Overview Current State of Affairs Information and Education for Physicians Role of Behavioral Health Specialist Assessment Treatment Current Research on Implementation Future Research Questions
Slide 3-

Current Affairs Majority of health care visits for mental health are to primary care (60%).
Slide 4-

Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979.
Slide 5-

Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979. ADHD diagnosis a 2.3-fold increase in population-adjusted rate from 1990-95.
Slide 6-

Current Affairs Majority of health care visits for mental health are to primary care (60%). “Attentional problems” greatest increase of all mental health problems in PC since 1979. ADHD diagnosis a 2.3-fold increase in population-adjusted rate from 1990-95. Children with ADHD use primary care more, cost more.
Slide 7-

Current Affairs Copeland, Wolraich, Lindgren, Milich, & Woolson, 1987 How is diagnosis made? 79% “activity in office” 47% “neurologic soft signs” 33% “aggressive/antisocial activity” 58% parent rating scales, 62% teacher rating scales 77% stimulant response
Slide 8-

Current Affairs Copeland, Wolraich, Lindgren, Milich, & Woolson, 1987 What treatment recommendations are made? 84% use stimulants moderately - frequently 73% get parent report for periodic re-evaluation 56% get teacher ratings for periodic re-evaluation 33% treat preschoolers 70% behavior modification other therapies rarely recommended 26% never refer to mental health clinics
Slide 9-

Current Affairs What treatment recommendations are made? In pediatric visits, when meds prescribed, counseling offered in 68% cases. Hoagwood, Jensen, Feil, Vitiello, & Bhatara, 2000 50% physicians surveyed referred to mental health professionals. Jensen, Xenakis, Shervette, & Bain, 1989. In children with ADHD under 3y.o., 57% received stimulants, but fewer psych services. Rappley, et. al (1999)
Slide 10-

Current Affairs What treatment recommendations are made? No indication that ADHD is overdiagnosed or that stimulant medications are overprescribed (Safer, Zito, & Fine, 1996) Goldman et al. (1998): review of literature shows % prescribed ritalin at lower end of prevalence range. Jensen et al. (1999): epidemiological study showed 12.5% of those meeting criteria were treated with medication in last 12 mos.
Slide 11-

Information for Physicians What information is available? NIH Consensus Statement on ADHD AAP Clinical Practice Guidelines Prevalence and Assessment Diagnosis and Evaluation Treatment AACAP Practice Parameters for the Assessment and Treatment of Children, Adolescents, and Adults with ADHD American Academy of Pediatrics Resource Toolkit for Clinicians
Slide 12-

Information for PhysiciansNational Institutes of HealthConsensus Statement Developed in 1998 13-member panel with expertise in wide variety of disciplines. 31 speakers all “experts” on different topics, 30 minutes to present. Some opportunity for public debate of consensus draft.
Slide 13-

Information for PhysiciansNational Institutes of HealthConsensus Statement Pros Points out lack of data for alternative treatments (including CBT) and support for drug and behavior therapy (p. 11). Describes limits to medication therapy (p. 13). Discusses difficulties of making accurate diagnosis/referral to mental health in primary care settings and why that’s a problem (p. 15).
Slide 14-

Information for PhysiciansNational Institutes of HealthConsensus Statement Cons Long. Non-specific and at times “says nothing.” On the verge of being out-dated.
Slide 15-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation Treatment
Slide 16-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD (strength of evidence: good; strength of recommendation: strong).
Slide 17-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria (strength of evidence: good; strength of recommendation, strong).
Slide 18-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment (evidence: good; recommendation, strong).
Slide 19-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records (evidence: good, recommendation: strong).
Slide 20-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records. 5. Assess for coexisting conditions (evidence: strong, recommendation: strong).
Slide 21-

Information for PhysiciansAAP Clinical Practice Guidelines Diagnosis and Evaluation 1. Kids who present with symptoms should be evaluated for ADHD. 2. The diagnosis of ADHD requires that a child meet DSM-IV criteria. 3. Assessment requires direct evidence from parents regarding core symptoms, duration, and degree of impairment. 4. Assessment requires direct evidence from teachers as above plus a review of school records. 5. Assess for coexisting conditions. 6. Other diagnostic tests not indicated to establish diagnosis (evidence: strong, recommendation: strong).
Slide 22-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition (evidence: good; recommendation, strong).
Slide 23-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment (evidence: good; recommendation: strong).
Slide 24-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication (evidence: good) and /or behavior therapy (evidence: fair) to improve outcomes (recommendation: strong).
Slide 25-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication and /or behavior therapy to improve outcomes. 4. When outcome has not met targeted goal, clinician should re-evaluate diagnosis, treatments, adherence,and coexisting problems (evidence: weak; recommendation: strong).
Slide 26-

Information for PhysiciansAAP Clinical Practice Guidelines Treatment 1. Establish management program recognizing ADHD as chronic condition. 2. Treating clinician, parents, child and school should specify appropriate target outcomes to guide treatment. 3. Clinician should recommend medication and /or behavior therapy to improve outcomes. 4. When outcome has not met targeted goal, clinician should re-evaluate diagnosis, treatments, adherence,and coexisting problems. 5. Clinician should systematically follow-up with parents, teacher and child (evidence: fair; recommendation, strong).
Slide 27-

AAP Resource Toolkit for Clinicians Developed by AAP to assist clinicians in providing care for children with ADHD Rooted in the evidence-based AAP guidelines for diagnosis and treatment of ADHD Goal: encourage multidisciplinary collaboration
Slide 28-

AAP Resource Toolkit for Clinicians Contents Diagnostic tools NICHQ ADHD Primary Care Initial Evaluation form The NICHQ Vanderbilt Parent and Teacher Assessments Scales Cover Letter to Teachers
Slide 29-

AAP Resource Toolkit for Clinicians Contents 2) Treatment ADHD Management Plan Establish a Home School Note Stimulant Medication Management Information
Slide 30-

AAP Resource Toolkit for Clinicians Contents 3) Parent Information and Support Handouts for Parents E.g., Does my child have ADHD?, Homework Tips for Parents, Educational Rights for children with ADHD
Slide 31-

AAP Resource Toolkit for Clinicians Contents 4) Resources ADHD Coding Fact Sheet for Primary Care Physicians ADHD Encounter Form Documentation for Reimbursement ADHD Resources Available on the Internet
Slide 32-

Role of Behavioral Health Specialist: Assessment Educate. Familiarize with norm-referenced, empirically-supported rating scales and encourage use. Take on ADHD assessment cases, OR, set up protocol for practice. Provide consultative assistance.
Slide 33-

Role of Behavioral Health Specialist: Assessment: The BHC Protocol Parent Ratings BASC Conners ADHD-IV/DBD Checklist Measure of adaptive functioning ECBI Teacher Ratings BASC Conners ADHD-IV/DBD Checklist Measure of adaptive functioning
Slide 34-

Role of Behavioral Health Specialist: Assessment: The BHC Protocol Clinical interview. School records.
Slide 35-

ppt slide no 35 content not found
Slide 36-

ppt slide no 36 content not found
Slide 37-

ppt slide no 37 content not found
Slide 38-

ppt slide no 38 content not found
Slide 39-

ppt slide no 39 content not found
Slide 40-

ppt slide no 40 content not found
Slide 41-

ppt slide no 41 content not found
Slide 42-

ppt slide no 42 content not found
Slide 43-

ppt slide no 43 content not found
Slide 44-

ppt slide no 44 content not found
Slide 45-

ppt slide no 45 content not found
Slide 46-

ppt slide no 46 content not found
Slide 47-

ppt slide no 47 content not found
Slide 48-

Role of Behavioral Health Specialist:Treatment In-house behavioral interventions with family. School-based consultation and behavioral intervention development. Assessment of progress toward goals including response to drug therapy and behavioral interventions.
Slide 49-

ppt slide no 49 content not found
Slide 50-

ppt slide no 50 content not found
Slide 51-

ppt slide no 51 content not found
Slide 52-

ppt slide no 52 content not found
Slide 53-

Research Questions:Assessment What are actual current practices? How are they in line with AAP Guidelines? Can a protocol be developed for assessment of ADHD in primary care that is effective but efficient? How does it improve accuracy of diagnoses? What is the smallest protocol that can be used?
Slide 54-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Purpose To implement an assessment protocol for diagnosing ADHD in rural primary care Provide an efficient way for pediatricians to use the AAP guidelines for ADHD
Slide 55-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Method Primary care staff at two sites were trained to use the ADHD assessment protocol (e.g., physicians nurses, etc.) Medical records examined for use of ADHD procedures 1-2 years prior to study Medical records examined after induction of assessment protocol to determine compliance with AAP guidelines 1/3 of all assessment measures were recoded for accuracy of scoring
Slide 56-

Assessment Protocol Parent Ratings Child Behavior Checklist (CBCL) Conners ADHD-IV/DBD Checklist ECBI Teacher Ratings Teacher Report Form (TRF) Conners ADHD-IV/DBD Checklist
Slide 57-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Results (Prior to implementation) Neither site used comprehensive assessment collection prior to implementation of AAP guidelines and the assessment protocol Parent and/or teacher data collected on 0-21% of all cases
Slide 58-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Results (After protocol implementation) After provided with training and appropriate assessment materials, collection of assessment data increased dramatically Parent and/or teacher data was collected 88-100% of the time Accuracy in scoring measures Use of the protocol was maintained at 2-3 years
Slide 59-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Conclusions Effective and efficient systematic way to collect ADHD information in both rural pediatric practices Reliability of scoring high
Slide 60-

Implementation of an ADHD Assessment Protocol Polaha, Cooper, Meadows, & Kratochvil (in press) Research still needed Diagnostic decision making Patient outcomes
Slide 61-

Research Questions:Treatment What are actual current practices? How are they in line with AAP Guidelines? What is the best, most practical way of providing feedback re: medication effectiveness for titration? How does in-house behavioral services and collaboration with schools improve care?