Attention-Deficit/
Hyperactivity Disorder
Kelompok 5
Azka Ghaisani Nabila (717202002)
Fathia Putri (717202006)
Winnie Hakim (717202016)
Definition
attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattention
and/or hyperactivity-impulsivity that interferes with functioning or development
(APA, 2013)
Prevalence
ADHD occurs more frequently in boys
than in girls, with estimates ranging from
2% to 4% for girls and 6% to 9% for boys 6
to 12 years of age
In adolescence, overall rates of ADHD
decrease slightly for both sexes, but boys
still outnumber girls by the same ratio of
about 2.5:1, a ratio that declines by
adulthood to about 1.6:1 or lower,
possibly because of an
underidentification of girls in childhood
Etiology
Genetic
Findings from family,
adoption, twin, and specific
Neurobiological gene
studies suggest that ADHD
is inherited
Brain Abnormalities →
region consists of the
prefrontal cortex and
interconnected areas of Family
gray matter located deep
below the cerebral cortex,
collectively known as the Family problems may lead
basal ganglia to greater severity of
symptoms and to the
emergence of co-occurring
conduct
problems
Symptoms
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development, as characterized by (1) and/or (2):
Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to
a degree that is inconsistent with developmental level and that negatively impacts directly on
social and academic/occupational activities:
a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at
work, or during other activities (e.g., overlooks or misses details, work is inaccurate).
b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty
remaining focused during lectures, conversations, or lengthy reading).
c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere,
even in the absence of any obvious distraction).
d. Often does not follow through on instructions and fails to finish schoolwork, chores, or
duties in the workplace (e.g., starts tasks but quickly loses focus and is easily
sidetracked).
Symptoms
e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential
tasks; difficulty keeping materials and belongings in order; messy, disorganized work;
has poor time management; fails to meet deadlines).
f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental
effort (e.g., schoolwork or homework; for older adolescents and adults, preparing
reports, completing forms, reviewing lengthy papers).
g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books,
tools, wallets, keys, papenwork, eyeglasses, mobile telephones).
h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may
include unrelated thoughts).
i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older
adolescents and adults, returning calls, paying bills, keeping appointments).
Symptoms
Hyperactivity and Impulsivity: Six (or more) of the following symptoms have persisted for at
least 6 months to a degree that is inconsistent with developmental level and that negatively
impacts directly on social and academic/occupational activities:
a. Often fidgets with or taps hands or feet or squirms in seat.
b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her
place in the classroom, in the office or other workplace, or in other situations that require
remaining in place).
c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or
adults, may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly.
e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable
being still for extended time, as in restaurants, meetings; may be experienced by others as
being restless or difficult to keep up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been completed (e.g., completes people’s
sentences; cannot wait for turn in conversation).
Symptoms
h. Often has difficulty waiting his or her turn (e.g., while waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or
activities; may start using other people’s things without asking or receiving permission;
for adolescents and adults, may intrude into or take over what others are doing).
A. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12
years.
B. Several inattentive or hyperactive-impulsive symptoms are present in two or more
settings (e.g., at home, school, or work; with friends or relatives; in other activities).
C. There is clear evidence that the symptoms interfere with, or reduce the quality of,
social, academic, or occupational functioning.
D. The symptoms do not occur exclusively during the course of schizophrenia or another
psychotic disorder and are not better explained by another mental disorder (e.g.,
mood disorder, anxiety disorder, dissociative disorder, personality disorder,
substance intoxication or withdrawal).
Consequences of
ADHD
● Reduced school performance
and academic attainment
● Social rejection
● Develop conduct disorder or
antisocial personality disorder
● Risk of subsequent substance
use
● Traffic accidents and violations
● More negative interactions
Assessment
Medical Evaluation Behavioral/Education
al Evaluation
Behavioral rating scale;
Include Interview and the ADHD Rating Scale
observation —IV
Doctor’s office effect The Conners’ Teachers
Rating Scale—Revised
Assessment
Interventions
Parent Management Training (PMT)
Medication ▶▶ manage their child’s oppositional
and noncompliant behaviors
dextroamphetamine ▶▶ cope with the emotional demands
(Dexedrine atau of raising a child with ADHD
Dextrostat), ▶▶ contain the problem so that it
amphetamine- does not worsen
dextroamphetamine ▶▶ keep the problem from
(Adderall), dan adversely affecting other family
methylphenidate (Ritalin) members.
Interventions
Educational Intervention Intensive Interventions
managing inattentive and 1. Summer treatment
hyperactive–impulsive program (STP)
behaviors that interfere 2. The Multimodal Treatment
with learning and on Study of Children with
providing a classroom ADHD (MTA Study)
environment that
capitalizes on the child’s
strengths
Intellectual Disability
Kelompok 5
Azka Ghaisani Nabila (717202002)
Fathia Putri (717202006)
Winnie Hakim (717202016)
Definition
“a neurodevelopmental disorder, a group of conditions with onset in the
developmental period that produce impairments of social, personal, academic, or
occupational functioning”
(APA, 2013).
“intellectual disability is characterized by significant limitations in both intellectual
functioning and in adaptive behavior as expressed in conceptual, social, and practical
adaptive skills. This disability originates before age 18”
(AAIDD, 2010)
Prevalence
● Males outnumber females at a ratio of 1.6:1
● Prevalence for severe intellectual disability is approximately 6 per 1,000.
● Based on distributions of intelligence below 70 (two standard deviations from
average), the total number of children and adults with intellectual disability is
estimated at 1% to 3% of the general population (Maulik et al., 2011;
Reichenberg et al., 2016)
● More prevalent among children of lower socioeconomic status (SES) and
children from minority groups (Witwer et al., 2014)
Etiology
Neurobiological Genetic & Constitutional Social & Psychological
affected by quality of physical and
adverse biological conditions a. Chromosome emotional care and
such as malnutrition, Abnormalities stimulation of the infant and
exposure to toxic substances, b. Single-Gene small child, such as poverty
and various prenatal and Conditions and inadequate family
perinatal stressors supports
(Mash & Wolfe, 2019)
Symptoms
Intellectual disability (intellectual developmental disorder) is a disorder with onset during
the developmental period that includes both intellectual and adaptive functioning deficits
in conceptual, social, and practical domains. The following three criteria must be met:
A. Deficits in intellectual functions, such as reasoning, problem solving, planning,
abstract thinking, judgment, academic learning, and learning from experience,
confirmed by both clinical assessment and individualized, standardized intelligence
testing.
B. Deficits in adaptive functioning that result in failure to meet developmental and
sociocultural standards for personal independence and social responsibility. Without
ongoing support, the adaptive deficits limit functioning in one or more activities of
daily life, such as communication, social participation, and independent living, across
multiple environments, such as home, school, work, and community.
C. Onset of intellectual and adaptive deficits during the developmental period.
Consequences of ID
● Motivation → helplessness
● Changes in abilities
● Delay in language and social
behavior
● Emotional and behavioral
problems
● Other physical and health
disabilities
Assessments
IQ Test Adaptive Areas
To determine mental age to Mengukur kemampuan dalam
measure intellectual ability memenuhi tuntutan sosial dan
Wechsler Intelligence Scale for kebutuhan pribadi
Children (4th ed) or WISC-IV AAMR Adaptive Behavior Scale
The Stanford-Binet Intelligence — School
Assessed by
Scale
Interview and
Observation
Parent-teacher
interview, classroom
observation
Assessments
Treatment
treatment and education for children
with ID involves a multicomponent,
integrated strategy that considers
children’s needs within the context of
their individual development, their
family or institutional setting, and their
community
Treatment require patience, good will,
and unlimited time
Minimal criticism and high appreciation
Bring the ID children with the normal
children
Treatments
Prevent and reduce psychosocial Psychopharmacologi
treatments cal intervention
1. Early intervention
2. Behavioral Treatment No specific drugs
3. Cognitive–Behavioral available
Therapy (CBT) Neuroleptic drugs to
health care practices 4. Family-Oriented
reduce aggressive and
involving parental Strategies
antisocial behaviour
education and Anti-depresan drugs
prenatal screening may be given according
to patient’s need
Early Intervention
1. Encouragement of exploration.
2. Mentoring in basic skills.
3. Celebration of developmental advances.
4. Encourage the child’s independence
5. Protection from harmful displays of disapproval, teasing, or
punishment
6. A rich and responsive language environment.
7. Get the child involved in group activities
Behavioral Treatment
● Language training, one-to-one therapy, reinforcement, shaping
procedure, daftar respon
● Speech sound and functional speech
● Simple modelling dan graduated guidance
● time out from reinforcement strategy
● Specific social skill
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders
(5th ed.)
Mash, E. J., & Wolfe, D. A. (2010). Abnormal Child Psychology. Belmont, CA: Wadsworth CENGAGE
Learning.
