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Neurodevelopmental Disorders Sunderland Pathways
Dr Uma Geethanath and Dr Thamara AthaudaConsultant Child and Adolescent Psychiatrists
SoTyne CYPS (Tier 3 CAMHS)
Mental Health presentations in children and young people• Behavioural disorders: (Parenting, Psychosocial, attachment based)
– Oppositional defiant & Conduct disorders– Attachment/ relational difficulties
• Neurodevelopmental / Neuropsychiatric: (More biological basis)– Hyperkinetic disorder / ADHD– Autistic spectrum disorders– Tic disorder/ Tourettes syndrome
• Psychiatric Disorders :– Depression disorder, Anxiety disorders– Psychosis, Schizophrenia, Bipolar Affective disorder– Anorexia / Bulimia – Substance misuse
Biopsychosocial model
Neurodevelopmental
Problems/ LD
Attachment insecurities
Oppositional/ Conduct problems
Oppositional Defiant disorder• Refuse to do as told• Cheeky, argumentative, swear and have
tantrums. • Low frustration tolerance, angry outbursts,
getting into fights• If the child continues to behave badly for several
months or longer, diagnosable ODD
Conduct disorder• Seriously breaks the Family and societal rules• Low frustration tolerance, violence, damage
property, fire setting etc • Lie, steal, break the law, without remorse • Truant, run away from home• Take more risks with their health and safety : illegal
drugs or unprotected sex • This has a huge impact on family, social, school
functioning.
BEHAVIOUR PROBLEMS: Causes: Child factors:•Difficult temperament•Learning or reading difficulties - difficult to understand and take part in lessons, get bored, feel stupid, misbehave•Depressed/ Unhappy/ abused/ bullied child•‘Excitable child’ - difficulties with self-control, attentionParenting factors:Inconsistent rules, inadequate supervision, focus on negatives. Parents mental health issues: depressed, exhausted or overwhelmed. Marital discord, Domestic violence, poor role modelingAttachment issuesChild learns that they only get attention when they are breaking rules. Child learns they can their way if push boundaries hard enough
What works for ODD/ Conduct : Multiagency approach:
• Practical support for child and parents• Positive Behavioural approach• Parenting guidance
• < 5: Health visitor• Universal / Webster Stratton Parenting programmes • School Behavioural Intervention Team• Early Help / Child and Family support services• YOS• YDAP
Love and belonging
Maslow’s Heirarchy of needs
Attachment theories: Bowlby• Attachment: biological instinct in which child
seeks proximity to an attachment figure when it senses threat or discomfort.
• The type of attachment behaviour will be based on the type of responses they have had this far.
• Early patterns of attachment, in turn, shape the individual's expectations in later relationships.
Attachment types:• Secure attachment : considered to be the best. Child feels
secure in the presence of their caregivers, feels appropriate separation anxiety when they leave, but is quickly settled on their return.
• Anxious attachment (? Parental Depression/ Anxiety) : Child feels heightened separation anxiety when separated from his caregiver and does not feel reassured on their return.
• Avoidant attachment (? Neglect) Child avoids their parents, doesn’t show much of a response when they leave.
• Disorganized attachment (? Abuse/ LAC) There is a lack of a consistent attachment behavior, indiscriminately friendly, but can be rejecting at the same time.
Attachment difficulties can present as• Child in a constant state of hyperarousal• In threat, fight or flight mode • Focus on seeking proximity with adults• Preoccupied with trying to get attachment needs
met rather than play/ academics• Struggle to self soothe• Struggle to trust people, to ask / accept help• Struggle to make and sustain relationships• Superficially can appear like ODD/ ASD/ ADHD
Neurodevelopmental disorders• ASD • ADHD
• Global learning difficulties• Specific learning difficulties: Dyslexia/ Dyscalculia• Dyspraxia (Co-ordination difficulties)• Speech delay/ disorders• Tic disorders and Tourettes Syndrome
ASD
ADHD
TICS
ANXIETYATTACHMENT
SPECIFICLEARNING
DIFFICULTIES
LEARNINGDISABILITY
ASD/ ADHD:• ASD: 1% of school age children• ADHD 3-5% school age children• Form 50% or more of our referrals in CYPS • All services including schools, ED Psychologists and
social services stretched, so increased demand for assessments and diagnoses as a route into support services.
• Also increasingly parents seek medical model explanation for behaviours Vs parenting or attachment
• Increased demand ++ and waiting times• 40% of referrals not reaching diagnostic threshold,
particularly ADHD
Kaizan Events • Two 3 day events hosted by CCG, facilitated by
NHS improvement team• Looked at ASD and ADHD Pathways individually• Aimed to improve effectiveness and efficiency by
refining and better alignment of existing pathways
• Ensure Pathways compliant with NICE • Reduce unnecessary delay and duplication• To get patient the right input first time
Autism & Autistic Spectrum Disorders (ASD)(Autism…....Aspergers …...High functioning Autism…PDD NOS)
ASD Diagnostic assessment:• Led by Paediatrics or Child Psychiatry/ Psychology• Detailed history: ADI (Autism Diagnostic Interview)• ADOS (Autism Diagnostic Observation Schedule)/
other structured observation eg OT assessment group
• ASD specific School reports and observations; Home observations
• Speech and Language therapist, OT, Educational psychologist assessments
• MDT Discussion to conclude diagnosis/ formulation.
Differences in Sunderland ASD Pathways• Paediatric Pathway:
-Much quicker pathway, Medical model, Paediatrician (History) and SALT (school assessment), ADOS and case discussion by both.
• Better suited for younger children with severe core Autism, Genetic syndromes etc
• -Not as MDT -No Psychology input -Difficulty unpicking attachment or psychosocial factors in formulation
Sunderland CYPS ASD Pathway• MDT approach, access to Psychologist + Psychiatry
(for ADOS and case discussion) • Scope to consider various differentials ie ND
disorders, emotional, attachment, psychosocial factors
• Less Medical time available, so not always seen the child being discussed
• Long waiting list ; long assessment period• Patient moving from one ND Pathway (ASD/ ADHD)
to another without meaningful intervention
Key outputs: ASD Kaizan• Revised age threshold: >/= 9 yrs for CYPS, < 9 Paeds• CYPS MDT Meeting extended to Paediatrics + access to
MH/ Psychology input where necessary.• 6m SALT time 1 day/ week for extra ADOS and case
discussions to address long CYPS internal waiters
• Improved internal processes and patient flow, by streamlining the Developmental interviews, school obs, school reports etc for ASD +/- other co-morbidities considered.
ADHD/ Hyperkinetic disorder• Hyperactivity• Impulsivity• Inattention/ easy distractibility• Extreme for the age and stage of development,
and been present before age 7 yrs.• Present in 2 or more settings (e.g., school/work,
home, recreational settings)• Not explained by another disorder• Clinically significant impairment in social or
academic/occupational functioning
ADHD????
• These features are shared by other neurodevelopmental difficulties:– Specific/global learning difficulties– Learning disability– Autism Spectrum Disorder– Anxiety– Tic Disorders– Attachment disorder.
What should we expect from medication
• not 100% effective in all cases, • all symptoms might not disappear, • helps more with concentration, • Outcome depends on support from home/
school in understanding and fine tuning the management to child’s difficulties
CYPS ADHD assessment:• ADHD assessment mainly in CYPS, not Paediatrics• History from parents + Developmental interview• Corroborative reports from school• Clinical observation• ADHD symptom rating scales: Connors: P & T• School observation & Home observation• Psychometric assessment if relevant• OT assessment if relevant• Assessment of differential diagnoses/ co-morbidities.• MDT case discussion
NICE recommended Treatment options:• Heavy focus on Parenting approaches
• Try Behavioural approaches first, particularly for mild- moderate ADHD
• Parenting/ behavioural approaches also effective for other behaviours: ODD
• Medication first line only for severe ADHD or moderate ADHD when above has failed + ongoing impact on functioning.
Issues :• ADHD referrals without parenting /behavioural/ educational
intervention • CCAMHS parenting excludes Special circumstances• Cuts in Social Services run parenting programmes• CYPS do not have capacity to offer parenting support to all
of these new referrals and to existing ADHD cases• Long CYPS waiting list • Children stuck in assessment Pathway for months• 30-40% of these patients do not reach ADHD diagnosis on
case discussion and therefore do not receive an intervention after months of assessment
Main outputs of ADHD Kaizan• CCG to agree additional parenting places with CCAMHS,
Social Services and Education.• Agreed that a first line parenting/ behavioural intervention
needs to have been tried before ADHD assessment once interventions become available
• CCAMHS to accept referrals from CYPS if ADHD assessment concluded no diagnosis, but parenting input stil needed.
• CYPS to have dedicated staff trained and delivering parenting/ behavioural support as needed post-ADHD diagnosis
Any Questions?...