2 peer replies must be at least 200 words

Da’Nasia Peer 1

All kids are oppositional every now and then, especially when drained, eager, focused or upset. They might contend, argue, resist, and oppose guardians, educators, and different grown-ups. Oppositional conduct is in many cases is an ordinary piece of becoming for early stages in youths. In any case, transparently uncooperative and unfriendly way of behaving turns into a serious concern when it is so continuous and steady that it stands apart when contrasted and different offspring of a similar age and formative level and when it influences the kid’s social, family and scholastic life.

Oppositional Defiant Disorder (ODD), a common diagnosis in preschool-aged children. ODD is characterized by uncooperative behavior and negative affect, with symptoms including losing temper, arguing, refusing to comply, deliberately annoying others, blaming others, being touchy, angry, and spiteful (McCartney and Phillips, 2006). A diagnosis requires at least four of these symptoms to be present for a minimum of six months, and they must interfere with the child’s social and cognitive functioning.  Boys are more likely to be diagnosed with ODD than girls. It is essential to be able to provide these individuals with the appropriate care because ODD has such a high prevalence among preschool-aged children.

One intervention choice that is a compelling treatment for preschool kids with ODD is parent- child interaction treatment (PCIT). In PCIT, a specialist mentors guardians as they connect with their kid, assisting them with working on their relationship and oversee problematic way of behaving. Research has shown that PCIT is compelling in diminishing defiant conduct in the child with hopes of advancing a more positive relationship between parent and child. At the point when we have no control over our words or our bodies, we can put others in a terrible mood. When you think you’re losing control, Proverbs 25:28 teaches us that “losing self-control leaves you as helpless as a city without a wall.” And God’s word ought to be utilized to recuperate, not rebuff. It is not a weapon, it is an ointment. These words are expected to teach kids harmony as well with the help of interventions like PCIT.

English Standard Bible. (2001). ESV Online. https://esvliteralword.com/

McCartney, K., & Phillips, D. (Eds.). (2006). 
Blackwell Handbook of Early Childhood Development. Maden, MA: Blackwell.

Suzanne Peer 2

ADHD is a persistent pattern of inattention, hyperactivity, and impulsivity that appears for six months or more. Inattention is characterized by difficulty focusing, being easily distracted, difficulty listening, and avoiding tasks. Hyperactivity and impulsivity are presented as fidgeting, restlessness, running around, excessive talking, conflict when playing with others (Kolb & Whishaw, 2021). Although preschoolers can exhibit these symptoms, especially hyperactivity, impulsiveness, and poor concentration (Harpin, 2005), there is no need to rush to diagnosis unless they appear outside the context of an adjustment period (Campbell, 2006). ADHD only occurs in about 5% of children (American Psychiatric Association, 2013).

Risk factors include genetics (inheritability), temperament, diet, and smoking during pregnancy (American Psychiatric Association, 2013). ADHD can be found comorbid with ODD (Campbell, 2006). Boys tend to be diagnosed twice that of girls.

The main treatment for children with ADHD is stimulant medication but there is conflicting evidence of those medications inhibiting growth in the child (Harpin, 2005). Because of this, I would tend to do two things. The first thing I would do is to start the child on micronutrients, such as vitamin B6, vitamin B12, vitamin C, vitamin D, zinc, magnesium, and calcium. These micronutrients have been shown to improve inattention (Rucklidge, et al., 2018). A follow up study showed that the children who continued to take the micronutrients after the original study, maintained the improvements seen in the original study (Darling, et al., 2019).

The second thing I would do is have the parents undergo Behavioral Parent Training. Behavioral Parent Training (BPT). This training involves teaching parents about ADHD and the training provides types of behavior management and training. This training has been shown to decrease the symptoms of ADHD.  

Something I would think about when considering beginning school for a child with ADHD is the child’s birthdate relative to the school start date. Layton, et al. (2018) noted that, for children beginning school in states with a September 1st cut off birthdate, the rate for ADHD was 85.1 per 10,000 for children born in August and 63.6 per 10,000 for those born in September. Because of this, parents and educators should take into consideration a child’s birthdate when enrolling them, especially if they have a diagnosis of ADHD.

Biblically, we are called to care for each other and, I think, especially those children who have atypical development. Luke 17:2 tells us that it is our responsibility to watch the children and keep them from sin (New World Translation of the Holy Scriptures, 2013). With impulsivity as a symptom, a child can fall into sin without thinking. Romans 12:10-11 tells us to have affection for each other. We know that Jesus loves all of us by the sacrifice He made (John 15:13). It is up to us to love each other and take care of each other.

References

American Psychiatric Association. (2013). 
Diagnostic and statistical manual of mental disorders (5th ed.).

Campbell, S. B. (2006). Maladjustment in preschool children: A developmental psychopathology perspective. In K. McCartney. & D. Phillips, (Eds.), 
Blackwell Handbook of Early Childhood Development (pp. 357-377). Blackwell Publishing Ltd.

Ciesielski, H.A., Loren, R.E.A., & Tamm, L. (2020). Behavioral parent training for ADHD reduces situational severity of child noncompliance and related parental stress
. Journal of Attention Disorders, 24(5), 758-767. 

https://doi.org/10.1177/1087054719843181Links to an external site.

Darling, K.A., Eggleston, M.J.F., Retallick-Brown, H., & Rucklidge, J.J., (2019). Mineral-vitamin treatment associated with remission in attention-deficit/hyperactivity disorder symptoms and related problems: 1-year naturalistic outcomes of a 10-week randomized placebo-controlled trial.
 Journal of Child and Adolescent Psychopharmacology, 29(9), 688-704. 

https://doi.org/10.1089/cap.2019.0036Links to an external site.

Harpin, V. (2005). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life.  
Archives of disease in childhood, 
90 Suppl 1(Suppl 1), i2–i7. 

https://doi.org/10.1136/adc.2004.059006Links to an external site.

Hornstra, R., van der Oord, S., Staff, A.I., Hoekstra, P.J., Oosterlaan, J., & vander Veen-Mulders, L., (2021) Which techniques work in behavioral parent training for children with ADHD? A randomized controlled microtrial, 
Journal of Clinical Child & Adolescent Psychology, 50(6), 888-903, https://doi.org/

10.1080/15374416.2021.1955368Links to an external site.

Kolb, B and Whishaw, I.Q. (2021). 
Fundamentals of Human Neuropsychology (8th ed). New York, NY: Worth Publishers.

Layton, T. J., Barnett, M. L., Hicks, T. R., & Jena, A. B., (2018). Attention deficit-hyperactivity disorder and month of school enrollment. 
The New England Journal of Medicine 379(22), 2122-2130. 

https://doi.org/10.1056/NEJMoa1806828Links to an external site.

New World Translation of the Holy Scriptures (2013).
 

https://www.jw.org/en/library/bible/nwt/books/Links to an external site.

Rucklidge, J.J., Eggleston, M.J.F., Johnstone, J.M., Darling, & Frampton, C.M., (2018). Vitamin-mineral treatment improves aggression and emotional regulation in children with ADHD: a fully blinded randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry 59(3), 232-246. 

https://doi.org/10.1111/jcLinks to an external site.