Assignment Task:
Leeann
Attention Deficit Disorder (ADD) or Attention-Deficit/Hyperactivity Disorder (ADHD), in case of hyperactivity, is also a neurodevelopmental disease that causes impairment of attention, impulse control, and self-regulation. The symptoms of these children can be treated using medications. At the same time, clinical practice involves the use of non-pharmacological interventions as a significant aspect of treatment, particularly if dealing with school-age children (Centers for Disease Control and Prevention [CDC], 2023) The American Academy of Pediatrics (2019) reports that behavioral therapy and psychosocial interventions are mandatory to be added to the treatment of children aged 6 years and above. This discussion examines four of the nonpharmacological interventions with evidence-based support in the treatment of a 6-year-old child with ADD: parent training in behavior management, classroom behavioral interventions, organization training, and structured physical activity and sleep hygiene. Need Assignment Help?
Parent Training in Behavior Management
One of the best non-pharmacological methods of dealing with children with ADD is parent training in behavior management. It allows the parents to implement positive reinforcement, always employing the same strategy, to improve the self-control and attention of the child (Shrestha et al., 2020). Disruptive behaviors at home can be reduced using techniques such as predictable routines, brief instructions, recognition of appropriate behaviors, and time-outs related to impulsivity. One of the first lines of behavioral therapy is parent training, which is facilitated by the fact that organized parental involvement increases the generalization of acquired behaviors in different environments(CDC, 2023). Psychiatric Nurse Practitioners (NP) play a very important role in referring the parents to an evidence-based program such as Triple P (Positive Parenting Program) or Incredible Years, whereby they get step-by-step advice. In the case of a 6-year-old, regular parental coaching sessions and home practice may be used to improve consistency, emotional regulation, and attention.
Classroom Behavioral Interventions and School Support
Since school is one of the primary settings in which the symptoms of inattention and distractibility are noted, behavioral management interventions are needed in the classroom.
According to the guidelines given by AAP (2019), individualized classroom plans containing token reward systems, visual schedules, frequent feedback, and preferential seating help the child stay focused in class. The daily behavior charts offer teachers the ability to break lessons into segments, incorporating breaks, and provide the ability to communicate with parents regarding their progress. Ogundele and Ayyash (2023) pointed out that cooperation among parents, educators, and healthcare givers is an important factor in the reinforcement of good behaviour and academic performance. The communication on a multidisciplinary basis of the school nurse and the school counselor can help plan these interventions and follow the child's progress, to ensure continuity between the home and school.
Training in Organizational Skills and Executive Function
Executive functions involve planning and organization - skills which children with ADD will struggle with. Training in organizational skills also teaches them how to organize their time, work, and resources. Shrestha et al. (2020) concluded that use of visual aids, planners, and checklists may be beneficial in improving daily activities and school results. These steps involve color-coded folders, working with picture-based work charts, working for a short amount of time, and working for short breaks. Nurses and behavioral therapists can teach parents and teachers how to use them and make them a normal occurrence. In the long run, such training helps the child to be independent and have confidence in the way he or she goes about school practices.
Physical Activity, Structured Routine, and Sleep Hygiene
Exercise and habits also have a large impact on improving cognitive and behavioral functions of children with ADD. Regular workouts increase attention, executive functioning, and emotional control by increasing the activity of dopamine and norepinephrine in the brain (Ogundele & Ayyash, 2023). The CDC (2023) goes on to promote healthy lifestyles with proper diets, adequate sleep and physical exercise. For a 6-year-old, it would be active play for 30-60 minutes a day and good sleep hygiene (8-12 hours a night), which is of great importance in enhancing concentration and reducing hyperactivity. Nurses are able to educate families on how to reduce time in front of the screens prior to bedtime, create relaxing bedtime routines, and use visual supports to maintain structure in their daily lives.
Conclusion:
Non-pharmacological treatment remains the core of the overall treatment of ADD in young children. Individually, parent training, school-based behavioral interventions, organizational skills training, and arranged physical activity and sleep hygiene help to control the behavioral, environmental, and developmental components of the disorder. Nurses play a crucial role in these interventions, as the coordination, education, and support of families with long-term functioning results are mainly achieved following the directions of the clinical recommendations by the United States of America (AACAP, 2019) and backed by the recent evidence (Ogundele & Ayyash, 2023; Shrestha et al., 2020).
Reply from Stacy Weiner
Attention Deficit Disorder (ADD), as a variant of Attention-Deficit/Hyperactivity Disorder (ADHD), is still among the most common neurodevelopmental disorders in children.
The United States Centers for Disease Control and Prevention guidelines and standards provided by the American Academy of Pediatrics (AAP), the non-pharmacological intervention is the main cornerstone of the treatment in children aged six years or less, as it forms the first-line treatment or as a combination treatment with pharmacological treatments. It aims to create longterm behavioral, cognitive, and environmental aids that focus on the reduction of symptoms and enhancement of functionality. Four evidence-based non-pharmacological interventions are discussed below.
Behavioral Parent Training (BPT)
Parents can take advantage of behavioral training as an essential intervention in managing their children's behavior. The main focus of such an undertaking revolves around the benefits; comprising positive discipline interventions, well-defined routines that manage habits, and enabling parents to reinforce activities or processes that enable to ensure consistency in maintaining desirable behavioral traits among their children. As a result, Chacko et al. (2024) highlight the significance of Behavioral Parental Training. It is discussed as an important element in psychological interventions provided to children with ADHD.
As a result of its effectiveness, it manages symptoms and enhances parental efficacy. The outcome of its use is improving fidelity and modifying different modules associated with parent-training for a more home-appropriate status in the long run. Practically, the structured programs, like Parent-Child Interaction Therapy or Triple P, can be designed to fit the behavioral tendencies of the child, so that the consistency with the parent and the strengthening of positive effects can be guaranteed.
School-Based Behavioral Interventions
The only way to maintain consistency in both the classroom and home environment is through behavioral modification programs. These have ensured well-structured outcomes. The reason is that they involve different approaches, such as token economies and positive reinforcement. They are also instrumental in encouraging teacher-mediated feedback. Hence, Yegencick et al. (2025) reiterate that the results include hyperactive and inattentive symptom changes, which are meaningful in managing the disorder. These results are in line with the AAP guideline, which suggests that teachers coordinate with clinicians to monitor and manipulate behavioral targets. In the case of a six-year-old child, classroom measures, like the daily report cards or seating organization, will help to enhance the level of attention and the rate of completing a task.
Cognitive and Executive Function Training
Three main areas associated with the executive function (EF) training remained important. It focused on areas such as lack of cognitive flexibility and working memory apart from decreased attention level. These became central to the issue of attention deficit disorder. In relation to the above, Wu et al. (2023) reiterate that there have been significant benefits related to multi-component cognitive training. Among these benefits have included attention control and positive working memory among children. As a result, this has become instrumental in ensuring the addition of consistent behavioral outcomes related to cognitive training. Hence, children are able to regulate their behavior in the long run.
Programs Initiating Structure Physical Activities among Children
Even though many people fail to consider physical activities and exercises a cure, structured aerobic exercises can be used as a basis for managing or eliminating symptoms associated with ADHD. For instance, in modern United States, the mental healthcare sector has guidelines that categorize physical activities and exercises as important supplements to support other initiatives. The integration of their initiative is instrumental in ensuring they self-manage their behavior and stabilizes their mood, if practiced consistently. Children can manage their hyperactivity via activities such as martial arts and well-planned outdoor activities among others. These are also crucial for the stimulation of neurocognitive processes.
Conclusion:
Generally, the use of evidence-based structure of physical activity and schoolbased behavior system and executive functional training should be used in the treatment of ADD among young children, although they should be used in congruity with the U.S. clinical guidelines. Such interventions, when applied and enforced systematically across environments, target the behavioral and cognitive domains of the disorder and reduce the need for medication at an early stage of development.