Ggn neurobehavioral Dx
untuk pola perilaku anak yg
berlangsung min 6 bulan,
dimulai sejak berusia < 7
tahun inatensi, impulsif-
hiperaktif atau keduanya
Penyebab
Penyebab ADHD dikarakteristikkan sebagai :
Impulsivitas
– Sering berbicara tanpa berpikir, menjawab sebelum pertanyaan lengkap
– Sering sulit menunggu giliran
– Sering menginterupsi atau memaksa orang lain (misal memotong
percakapan atau permainan)
B. Beberapa simptom hiperaktif-impulsif atau
inatensi menyebabkan ggn sebelum usia 7 tahun.
C. Ggn dari simptom ≥ 2 tempat [di sekolah (tempat
kerja), dan di rumah)
D. Jelas terbukti signifikan secara klinis ggn pada
fungsi sosial ,akademik atau pekerjaan.
E. Simptom tidak semata-mata selama keadaan
gangguan perkembangan pervasive,
schizophrenia, atau gangguan psikotik lain dan
tidak dapat diperhitungkan oleh gangguan mental
lain (misal gangguan mood, gangguan cemas,
gangguan disosiasi atau gangguan kepribadian)
Deteksi Dini
• Keluhan orang tua/pengasuh, guru:
– Anak tidak bisa duduk tenang
– Selalu bergerak tanpa tujuan &
tidak mengenal lelah
– Perubahan suasana hati
mendadak/impulsif
(umur ≥ 3 tahun)
Fisioterapi
• Terapi relaksasi
• Tujuan : mengontrol ansietas stres, ketakutan &
ketegangan, memperbaiki konsentrasi, kontrol
diri, harga diri & kepercayaan diri, kreativitas.
• EEG biofeedback
• Tanda biofeedback : ketika gelombang beta muncul.
• Tujuan : melatih diri mereka sendiri untuk
mengurangi simptom ADHD atensi, impulsif
& hiperaktif
Aerobic fitness
• Aerobic exercise causes chemical changes in the brain, in
particular a release of dopamine, giving people a feeling
of well-being and calm.
• Tujuan : memperbaiki fungsi kognitif & pengaturan saraf
yang berhubungan dengan executive control selama
perkembangan pre-adolescent,
• Dr. Michael S. Wendt at State University of New York at
Buffalo
• had ADHD children work out 5 days a week.
• did distance running, HR : 135-175 x/mnt selama 20
mnt of each 40-minute workout.
• improved their behavior & their ADHD symptoms
decreased.
Okupasi Terapi
•Untuk developmental
coordination disorder,
handwriting problems &
sensory integrative disorder.
OT
• Cognitif behavior therapy
– Tujuan : proses & interpretasi informasi, melatih
kemampuan berpikir, menggunakan pendapat,
membuat keputusan, dengan fokus memperbaiki
defisit memori, konsentrasi & atensi, persepsi,
proses belajar, membuat rencana, peruntunan &
pertimbangan.
salah 1 caranya dgn SI
Sensorik integrasi
• Inadequate sensory integration pada brain
stem anak dgn learning disabilities :
• immature postural reactions, poor eye
muscle control, impaired visual orientation &
sound perception.
• ADHD children : poor tactile perception tests
(finger identification, recognition of numbers
traced on the palms, localization of touch
stimuli, form perception, joint movement)
Sensori integrasi
• Stimulasi vestibular, postural, & tactile :
memperbaiki auditory processing & bermanfaat utk
auditory language disorders & visual perceptual
functioning.
• Vestibular : swinging, spinning, & rolling exercises
• Posture & motor development : balance & muscle
coordination exercises.
• Tactile : touching & rubbing skin surfaces.
• Tactile stimulation : improved sensory integration
& accelerated academic achievement.
Speech
• for children with receptive and/or
expressive dysphasias.
School social workers
• counseling for children with oppositional,
conduct, & emotional comorbid disorders.
Psychological therapies
• psychoeducational input,
• behavior therapy,
• interpersonal psychotherapy (IPT),
• family therapy,
• school-based interventions,
• social skills training
• parent management training.
Central Auditory Evaluation & Training in
ADHD
• Anak dengan specific language & learning
disabilities gangguan mendengar, diduga krn
kurang kemampuan mengintegrasikan informasi
auditory & non-auditory.
• Metode : latihan verbal & visual, menggabungkan
kata.
• Memainkan alat musik : auditory & visual-spatial
integration skills & memperbaiki prestasi akademik
Terapi musik
• Keterampilan kognitif
• menstimulasi & memfokuskan atensi
• Keterampilan fisik
• ritme menstimulasi & mengorganisasikan respon otot untuk
menimbulkan rasa relaks.
• Keterampilan komunikasi
• menstimulasi & memotivasi bicara, sebaik memberi kesempatan
pada komunikasi nonverbal.
• Keterampilan sosial
• berinteraksi & bekerja sama dengan orang.
• Keterampilan emosional
• Untuk mengekspresikan & mengalami berbagai emosi.
• memotivasi untuk mengkontrol emosi yang meledak-ledak, dapat
mengubah mood, dapat mencapai efek positif dari harga diri.
Terapi musik
• Persepsi musik : proses neurokognitif kompleks yang
meliputi berbagai jaringan saraf, dengan bbrp spesifik
anatomik untuk komponen musik auditory dasar yang
berbeda (rhythm, pitch, timbre, & melody).
• Memainkan alat musik : integrasi fungsional kedua hemisfer
otak disamping keterampilan & koordinasi jari tangan
• tunes, rhythm : mengaktivasi hemisfer kiri,
• timbre (warna nada) : mengaktivasi hemisfer kanan
• pitch processing (titik nada) : mengaktivasi hemisfer kiri,
dekat dengan area visual, menggambarkan visual mental
imagery
• 10 minutes of Mozart : mempengaruhi Right frontal & left
hemisphere EEG activity
Green Play Settings
• Perhatian orang tua post aktivitas pada green
outdoor settings lebih besar dibanding built
outdoor or indoor settings.
• The Illinois scientists : exposure to nature even
on a small level seemed to help ADHD children
focus & calm down.
• “The School in a Garden”, green school yards &
classrooms with a view of a natural environment
academic progress & emotional well-being.
VIDEO GAMES, TELEVISION & COMPUTERS
• Studies : indoor activities like watching TV or playing
video games make ADHD symptoms worse but,
exercise & being outdoors lessen symptoms.
• Studies : these games stimulate the same region of
the brain that cocaine does – & thus they are
addictive.
• ADHD children can “hyper-focus” on television &
computer games for hours on end.
• watch television & play computer games :< 1 hour
at a time, & no more than 2 hours/day
Behavior Modification Therapy
• Adalah membentuk lingkungan terstruktur
• Behavior : dipengaruhi hal yang menyenangkan atau tidak
• Strategi spesifik:
• 1. Reward system (anak diberikan ‘hadiah’ bila dapat menyelesaikan tugas
atau berperilaku baik)
• 2. Time out (mis. anak yang memukul adiknya dihukum duduk di pojok
ruangan selama 5 menit)
• 3. Response cost (mis. anak dilarang nonton tv bila tidak menyelesaikan
PR)
• 4. Token economy (anak mendapatkan ‘bintang’ bila menyelesaikan tugas
dan kehilangan ‘bintang’ bila berjalan-jalan di kelas jumlah bintang
menentukan reward yang diterima)
• Anak akan memodifikasi behavior untuk mendapatkan reward &
menghindari larangan, penolakan atau teguran.
• Sistem rewards, denials, atau teguran : dilakukan oleh orang tua & guru
Tips to Help Kids Stay Organized and Follow
Directions
• Schedule. Keep the same routine every day, from wake-up
time to bedtime. Include time for homework, outdoor play,
and indoor activities. Keep the schedule on the refrigerator
or on a bulletin board in the kitchen.
• Organize everyday items. Have a place for everything, and
keep everything in its place. This includes clothing,
backpacks, and toys.
• Use homework and notebook organizers. Stress the
importance of writing down assignments & bringing home
the necessary books.
• Be clear and consistent. Children with ADHD need consistent
rules they can understand and follow.
• Give praise or rewards when rules are followed.
Parents in Management of ADHD
• Dibutuhkan kesabaran & pengertian orang tua, saudara, & tetangga.
Anjuran untuk orang tua :
• Beri pujian jika aktifitas sesuai & berhasil utk membangun kepercayaan
diri & harga diri
• Menemukan akademik atau olah raga menarik yang memotivasi,
mendorong & mensupport anak
• Berbicara tenang dan pelan.
• Memberi tugas atau pesan, satu dalam satu waktu.
• Menggunakan tulisan/gambar untuk menekankan penjelasan verbal
• Terjadwal/terstruktur, aktivitas rutin untuk pekerjaan rumah, waktu
makan, bermain, tidur
• Menghindari makan formal di restauran jika menyebabkan
kekacauan
• Menghindari keramaian & keributan
• Meminta bantuan family counselor atau psychologist, khususnya jika
ada komplikasi oppositional defiant atau conduct disorder
Parents in Management of ADHD
• DISCIPLINE AND PRAISE
• GIVE COMMANDS, NOT EXPLANATIONS
• “It’s time to go home. Get in the car.” Do not use
arguments or explanations, but just give simple
commands. Use a voice of authority. Use a firm tone, not
one that is hesitant or questioning.
• GIVE A LOT OF LOVE AND PRAISE
• BIRTHDAYS AND HOLIDAYS AND OTHER EVENTS
• Prepare your child for every event by using your trusty
calendar and wall chart.
• HELPING YOUR CHILD MAKE FRIENDS
• “THE VOCABULARY OF FEELINGS”
• Tell the child how his or her actions affect others in terms
of feeling. (You’re crying. Are you sad?; Wow, you seem
really upset. Are you angry?)
BROTHERS & SISTERS OF ADHD CHILDREN
learning
intelligence,
disabilities,
Risk factors for
Risk factors for predicting
persistence of ADHD into
adult outcome :
adolescence :
• a genetic familial history • Childhood intelligence
of ADHD estimates
• exposure to • childhood hyperactivity
environmental & aggression
psychosocial adversity • child-rearing practices
& parent conflict and emotional state of
• comorbidity with parents
conduct, mood & • socio-economic status
anxiety disorders
Indication of a good Indications of a Guarded or
prognosis Poor Prognosis
• An average or above average IQ; • A persistently low average or
• Perceptual problems restricted to borderline IQ;
visual or visuo-motor • Global perceptual deficits,
dysfunctions, & (-) serious auditory & visual;
learning disorders; • Severe dyslexia or other learning
• (-) comorbid oppositional & disability;
especially, conduct disorders; • Poor response or intolerance to
• Rapid and sustained response to stimulant medications;
stimulant medication, • Delayed psychological evaluation,
hyperactivity & academic & inadequate learning
achievement & perceptual accommodations in school;
function; • Comorbid oppositional & conduct
• Early psychological diagnosis & disorders, impervious to
appropriate remedial education psychotherapeutic intervention.
accommodations; • Poor structured or emotional
home environment.
Preventive Measures Based on Known Potential
Causes of ADHD
• Optimal medical attention & nutrition during pregnancy;
• Maternal avoidance of alcohol, nicotine, and drug use, especially cocaine,
during pregnancy, birth, & breast feeding
• Optimal obstetric care & avoidance of brain damage from anoxia &
premature birth;
• Prompt pediatric attention to neonatal jaundice, hypoglycemia, febrile
illness, convulsions, & thyroid dysfunction;
• Testing & treatment for lead exposure & poisoning in early childhood;
• Educational programs for the prevention of head injuries, accidental drug
ingestion, & lead & other poisonings;
• Well-structured & healthy emotional home environment;
• Optimal teacher-pupil ratio in small classrooms that lessens distractibility
& facilitates learning