A CASE STUDY: ADHD in A 5-year-old boy

This case study features a 5-year-old boy named XYZZZZ. Because of his behaviour in the kindergarten and attention span, as well as parental comments, he exhibits symptoms of inattention, impulsivity, and hyperactivity both at home and at school. He struggles to follow directions, regularly interrupts others, and finds it difficult to sit for long amounts of time. Both the instructor and the parent are aware of the presenting signs and symptoms, and he is scheduled to begin preschool next year, with the goal of integrating with other students and coping with an event that occurs there. Both the teacher and the parent are aware of the presenting signs and symptoms, and he is scheduled to begin preschool next year, with the goal of integrating with other students and coping with an event that occurs there.

ABSTRACT

This case study looks at the diagnosis, assessment, and intervention techniques for attention deficit hyperactivity disorder (ADHD) in a 5-year-old child. Observations was made by the teachers and parents.

INTRODUCTION

Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequent mental diseases in children. ADHD symptoms include inattention (inability to maintain concentration), hyperactivity (excessive movement that is inappropriate for the situation), and impulsivity. ADHD is considered a chronic and debilitating illness that is known to influence the individual’s academic and professional performance, interpersonal interactions, and daily functioning. When ADHD is often diagnosed in school-aged children, its incidence and impact on preschool-aged children, particularly those between the age 5-6 is becoming more widely acknowledged. Early identification and intervention are critical for effective ADHD management. This case study describes the examination and intervention process for a 5-year-old child diagnosed with ADHD. This case study emphasizes the importance of early detection and multimodal intervention in reducing the impact of ADHD on the developmental trajectory of affected children and promoting integration.

Causes of ADHD in 5-Year-Old:

The specific origin of attention deficit hyperactivity disorder (ADHD) is unknown; however, a combination of variables is likely to be responsible such as:

GENETICS: ADHD is typically inherited from parents and is believed to play a key role in its development. According to research, parents, and siblings of people with ADHD are more likely to have the condition themselves. However, ADHD is believed to be inherited in a complex manner and is not thought to be tied to a single genetic flaw.

Brain function and structure: For example, brain scan studies have revealed that certain parts of the brain may be smaller in people with ADHD, while others may be larger. Other research has suggested that patients with ADHD may have an imbalance in the quantity of neurotransmitters in the brain, or that these chemicals do not function properly.

Groups at risk:  Certain persons are also thought to be more prone to ADHD, including Premature or low-birthweight infants, those with epilepsy, and those with brain damage sustained during or after a serious head injury later in life.

ASSESSEMENT:

The assessment approach included clinical observations, parent interviews, and assessments. Observations in the classroom found that he struggles to stay focused during structured activities, exhibits excessive fidgeting, and engages in impulsive behaviours such as blurting out responses before being called on. The Parental discussion also confirmed these findings, highlighting similar issues at home.

INTERVENTION:

Multimodal intervention techniques are advised for treating ADHD symptoms in 5-year-old children. Behavioural therapy, which includes parent training and classroom interventions, aims to enhance self-regulation, impulse control, and social skills. A pharmacological intervention can only be done properly in a hospital not Paivakoti (Kindergarten) for example: under the guidance of a paediatrician or child psychiatrist and stimulant medications. Also, environmental changes and educational accommodations are important in meeting the academic and behavioural demands of children with ADHD.

To address his symptoms of ADHD, a multimodal intervention plan was put into place based on the results of the examination and this approach comprised:

Classroom Accommodations: The school made accommodations to meet his academic and behavioural requirements.

Behavioural therapy: These sessions are designed to help people improve their self-regulation, impulse control, and social skills.

Parent Training: Parents attended seminars aimed at helping them put behaviour control techniques into practice at home. They acquired skills in establishing precise expectations, offering encouragement for the child.

THERAPY IMPLEMENTED

Therapy was implemented with a smaller group to ensure effective observation.

Playing with a small ball or an item every time he sits down can help me be engaged, calm, and focus his attention on the ball or item in his hand.

Using a picture to explain the incident or what he will do to him.

Informing him ahead of time about what is going to happen and using a timer, such as telling him that after 15 minutes he will be going to the playground to play.

RESULT

Throughout the intervention, he displayed gains in attention, impulse control, and behavioural regulation, as well as a decrease in disruptive behaviours at home and improved participation and engagement in classroom activities. It should be mentioned that the intervention has already begun before I began my internship, and all data collected on the case are from the teachers and parents, and supplemented with what I am able to notice based on my assessment.

CONCLUSION

ADHD presents substantial obstacles for 5-year-old children, affecting academic, social, and familial functioning. Understanding the ethology, assessment, intervention strategies, and consequences of ADHD in young children allows clinicians, educators, and parents to work together to provide comprehensive support and optimal developmental outcomes for those affected. It emphasizes the necessity of early detection and multimodal intervention for children diagnosed with ADHD. Significant symptomatic and functional gains in young children with ADHD can be accomplished by combining behavioural treatment, parent training, classroom adjustments, and medication management.

REFERENCES

Psychiatry.org.

www.nhs.uk.