CHILD DISORDERS

Autism
• Characterized by impairment in communication
skills, or the presence os stereo-typed
(repeated) behavior, interest and activities with
associated impairment in social interactions.
• Common to boys
• MAIN PROBLEM: Impaired interpersonal
functioning.
• Cause: Biologic – Brain anoxia – pregnancy
 Signs and Symptoms
• Crying tantrums • Not cuddly
• Loves to spin objects • Odd play
• Attachment to • Difficulty interacting
inanimate objects with others
• Echolalia • No eye contact
• Silly laughing • Points to anything
• Acts as deaf
• No fear of Danger
• Insensitive to pain
 Common Problems
• Tantrums – includes head-banging
(helmet)
• Communication – short sentence
• Routines – provide consistency

Priority Nsg. Dx

RISK FOR INJURY

 Drugs
• Pharmacologic treatment with antipsychotics
such as haloperidol (Haldol) or risperidone
(Risperdal) may be effective for specific target
symptoms such as temper tantrums,
aggressiveness, self-injury, hyperactivity, and
stereotyped behaviors.
• Other medications such as naltrexone (ReVia),
clomipramine (Anafranil), clonidine (Catapres),
and stimulants to diminish selfinjury and
hyperactive and obsessive behaviors have had
varied but unremarkable results
 Attention Deficit Hyperactivity
Disorder (ADHD)
• Characterized by persistent pattern of
inattention, hyperactive and impulsive(acts
on sudden)
• Occurs before the age of 7
• More common in boys
• MAIN PROBLEM: IHI
 Etiological Factors

• Neurologic Impairment
• Pre-natal Trauma
• Early malnutrition
• Frontal lobe – hypoperfusion
• Use of drugs by mother during pregnancy
 Signs and Symtoms
• D – difficulty remaining seated
• E – easily distracted by extraneous stimuli
• F – fidgeting (absent-minded)
• I – Intrudes/Interrupts others
• C – child exhibits hyperactivity
• I – indulges in destructive behavior
• T – talks excessively
 Nsg. Dx
RISK FOR INJURY

PRIORITY NEEDS
Nutrition
Safety
 Drugs

• CNS stimulant - methylphenidate (Ritalin),

dextroamphetamine (Dexedrine),
amphetamine (Benzedrine){ decreases
hyperactivity).
 Interventions
• Ensuring the child’s safety and that of others
– Stop unsafe behavior.
– Provide close supervision.
– Give clear directions about acceptable and unacceptable behavior.
• Improved role performance
– Give positive feedback for meeting expectations.
– Manage the environment (e.g., provide a quietplace free of distractions for task
completion).
• Simplifying instructions/directions
– Get child’s full attention.
– Break complex tasks into small steps.
– Allow breaks.
• Structured daily routine
– Establish a daily schedule.
– Minimize changes.
• Client/family education and support
– Listen to parent’s feelings and frustrations.
 CLIENT/FAMILY TEACHING
• Include parents in planning and providing
care.
• Refer parents to support groups.
• Focus on child’s strengths as well as
problems.
• Teach accurate administration of
medication and possible side effects.
• Inform parents that child is eligible for
special school services.