- Risk for delayed development related to delayed diagnosis and developmental lag as evidenced by poor self-control of activities
- Compromised Family Coping related to exhaustion of supportive system due to incorrect understanding of ADHD as evidenced by frequent arguing and defiance
- Disturbed Thought Processes related to neurological disorder as evidenced by inability to concentrate and poor decision-making skills
| Assessment | Nursing Diagnosis | Planning/Outcomes | Intervention | Evaluation |
| Subjective Data: Family Verbalized hyperactivity Objective Data: -Delayed diagnosis -Developmental lag -Genetics -Prematurity -Lead exposure | Risk for delayed development related to delayed diagnosis and developmental lag as evidenced by poor self-control of activities | Patient will be able to perform self-care and self-control activities appropriate for their age. Patient’s family will verbalize their understanding of the delay/deviation in development and plans for intervention. Patient will demonstrate behavior and social skills appropriate to their age group | 1. Encourage psychological counseling. Counseling can help the child learn time management skills, control impulsive behavior, improve self-esteem, and develop friendships. 2. Incorporate learning accommodations. The child with ADHD should be given accommodation to meet their learning needs. This may include extended testing times, 1:1 tutoring, and reduced classwork loads. 3. Approach the patient according to their level of functioning. Conversing with the patient appropriately will help promote intellectual conversations, encouraging them to feel capable of their own thoughts. 4. Do not place blame. A child with ADHD may be unable to control their hyperactivity, outbursts, interruptions, and frustrations. Remain calm and patient when interacting with them to prevent feelings of inadequacy or shame. | Patient’s family verbalized that they understood the delay/deviation in development and plans for intervention. Patient demonstrated behavior and social skills appropriate to their age group |
| Subjective Data: Family Verbalized unable to cope with family members Objective Data: -Frequent arguing -Defiance -Relationship problems -Increased conflict | Compromised Family Coping related to exhaustion of supportive system due to incorrect understanding of ADHD as evidenced by frequent arguing and defiance | Patient and their family will interact appropriately with each other, providing support and assistance as indicated. Patient and their family will verbalize knowledge and understanding of the condition. Patient’s family will verbalize resources available for the client and themselves. | 1. Encourage family and marital counseling. Families may require counseling to learn to express themselves and work through conflicts. Parents of a child with ADHD may need marital counseling as the disorder can be stressful on their relationship. 2. Suggest parental training. Parents can take classes to learn how to manage, discipline, and reward their child with ADHD. 3. Educate on stress management. Family members need to take time for personal stress management. This can include exercise, adequate sleep, time with friends, and time alone. 4. Encourage support groups. The family can be directed toward support groups to vent and learn from other families with similar concerns. | Patient and family interacted appropriately with each other, providing support and assistance as indicated. Patient and family verbalized about knowledge regarding the condition. |
| Subjective Data: Family Verbalized unable to follow up with the condition Objective Data: -Inability to concentrate -Poor decision-making skills -Inability to follow instructions -Forgetfulness | Disturbed Thought Processes related to neurological disorder as evidenced by inability to concentrate and poor decision-making skills | Patient will be able to complete a task without becoming distracted. Patient will display improved control of emotions, concentration, and hyperactivity. Patient will demonstrate appropriate decision-making. | 1. Accept the patient as they are. Considering their condition and communicating with them as an equal will boost their confidence and self-esteem. 2. Use simple and direct instructions. Instructions should be clear and concise due to the patient’s short attention span. Visual aids or pictures may also be used for clarity. 3. Avoid stimulating, distracting surroundings. Making sure that the environment is conducive to concentration will prevent the patient from becoming easily distracted and unable to concentrate. 4. Provide positive reinforcements. Good deeds should be praised or rewarded. Positive feedback should be given immediately to encourage good behavior. | Patient completed task without becoming distracted. Patient displayed improved control of emotions, concentration, and hyperactivity. Patient demonstrated appropriate decision-making. |