SScchhoollaarrss CCrroossssiinngg Department for Counselor Education and Faculty Publications and Presentations Family Studies 2013 UUnnddeerrssttaannddiinngg aanndd MMaannaaggiinngg tthhee AADDHHDD EExxppeerriieennccee ffrroomm CChhiillddhhoooodd TThhrroouugghh AAdduulltthhoooodd John Kuhnley Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/ccfs_fac_pubs Part of the Applied Behavior Analysis Commons, Child Psychology Commons, Counseling Psychology Commons, and the Developmental Psychology Commons RReeccoommmmeennddeedd CCiittaattiioonn Kuhnley, John, "Understanding and Managing the ADHD Experience from Childhood Through Adulthood" (2013). Faculty Publications and Presentations. 72. https://digitalcommons.liberty.edu/ccfs_fac_pubs/72 This Presentation is brought to you for free and open access by the Department for Counselor Education and Family Studies at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. Understanding and Managing The ADHD Experience from Childhood Through Adulthood E. JOHN KUHNLEY, MD Child, Adolescent & Adult Psychiatrist Lynchburg, Virginia AACC 2013 “Our Time is Now” World Conference Nashville, Tennessee September 12, 2013 OBJECTIVES Understand the experience of children, 1) adolescents and adults with ADHD. Address identification and integrative 2) treatment (medication and non-medication strategies) of ADHD and conditions comorbid with ADHD (including Oppositional Defiant Disorder, Explosive behavior, Mood Dysregulation, and Anxiety Disorders). Recognize the importance of a 3) comprehensive life approach to helping individuals with ADHD. ATTENTION-DEFICIT/HYPERACTIVITY DISORDER AND ATTENTION DEFICIT DISORDER Combined Presentation Predominantly Inattentive Presentation Predominantly Hyperactive/Impulsive Presentation Other Specified Attention-Deficit/Hyperactivity Disorder Unspecified Attention-Deficit/Hyperactivity Disorder ADHD & VISION: “UNFOCUSED” ANALOGY:  BOTH INVOLVE FOCUS  BOTH HAVE BIOLOGIC BASIS  BOTH IMPAIR FUNCTION  THE CHILD DOES NOT KNOW ANY OTHER WAY TO BE OR SEE  THE CHILD MAY BEHAVE BETTER IN CERTAIN SITUATIONS OR SEE BETTER IF HE SQUINTS  BOTH REQUIRE & RESPOND TO PROPER CORRECTION, i.e., FULLY ADJUSTED  BOTH RETURN TO BASELINE WHEN CORRECTION IS REMOVED © Kuhnley, 2005 ADHD & VISION: “FOCUSED!”  IMPROVED FOCUS ENHANCES SUCCESS IN RELATIONSHIPS, ACADEMICS, AND SELF-ESTEEM  FOCUS IS IMPORTANT ALL DAY, EVERY DAY  FOCUS IS CRUCIAL IN ACTIVITIES SUCH AS ACADEMICS OR OPERATING A MOTOR VEHICLE AND IMPORTANT SOCIALLY  SOMETIMES FOCUS CHANGES FOR THE BETTER BUT USUALLY IT REQUIRES LIFE-LONG CORRECTION WHILE IMPERFECT, THE ANALOGY HELPS MAKE SENSE OF ADHD © Kuhnley, 2005 Genetics  O.8 heritability factor > 80% of ADHD attributable to genetic influence  Exceeds asthma (0.4), schizophrenia (0.7) and rivals height (0.88)  Numerous specific genes are associated with ADHD including genes involved with dopamine  The number of genes involved has a cumulative effect The World Teacher- Of the Child Peer Academic Child Relationship Interactions Performance Expectations Cognitive Of SCHOOL Development Outcome CHILD Attitude & PERCEPTION DEVELOPMENT Behavioral Temperament WITH Development ADHD Self Concept Physical Self Esteem HOME Development Extended Family, Sibling Community, Parent- Relationship Spirituality Child Relationship © Kuhnley, 1996 The World Relationship Of the With Work and Peer Employer Adult Driving Interactions Performance Expectations Cognitive Of WORK Function Outcome ADULT Attitude & PERCEPTION FUNCTION Behavioral WITH Temperament Function ADHD Self Concept Physical Self Esteem Function HOME Extended Parent- Family, Marital / Child Community, Other Relationship Spirituality Relationship © Kuhnley, 2004