A nurse is assisting with the collection of a bone marrow specimen from a preschooler. Which of the following actions should the nurse take?

Choice A rationale:
Perfectionistic behavior is not typically considered a behavioral finding indicative of sexual abuse in a school-age child. Perfectionism may be related to personality traits, family dynamics, or individual tendencies, but it is not a specific behavioral marker for sexual abuse.
Choice B rationale:
Manipulative behavior is not a specific indicator of sexual abuse in a school-age child. Children can display manipulative behavior for various reasons, including seeking attention or attempting to control situations. While behavioral changes can occur in response to trauma, manipulative behavior alone does not necessarily point to sexual abuse.
Choice C rationale:
Withdrawn behavior is a possible indication of sexual abuse in a school-age child. Sexual abuse can cause emotional and psychological distress in children, leading them to withdraw from social interactions. They might become isolated, exhibit changes in their usual behavior, and show decreased interest in activities they previously enjoyed.
Choice D rationale:
Destructive behavior is not a prominent behavioral finding associated specifically with sexual abuse in a school-age child. Destructive behaviors can arise from a range of factors, including emotional difficulties, behavioral disorders, or reactions to stressors. While trauma like sexual abuse can influence behavior, it's not a defining characteristic of sexual abuse in isolation.

Choice A rationale:
"Provide your child with long-term goals to increase self-esteem." While setting long-term goals can indeed contribute to increasing a child's self-esteem, this choice may not be the most directly related to promoting a child's learning, especially for a child with attention deficit hyperactivity disorder (ADHD). Children with ADHD often struggle with attention and focus, and setting long-term goals might not address their immediate needs in terms of learning strategies.
Choice B rationale:
"Offer your child frequent breaks in activity during the day." Children with ADHD often benefit from frequent breaks in activities to help manage their attention and energy levels. These breaks can help prevent mental fatigue, increase focus, and enhance overall learning. This choice is appropriate for promoting the child's learning and is often recommended as part of ADHD management strategies.
Choice C rationale:
"Administer your child's medication at bedtime to prevent insomnia." This statement is not necessarily accurate for all medications used to treat ADHD. Some ADHD medications can indeed cause insomnia as a side effect, but the timing of medication administration can vary based on the specific medication and the child's individual response. It's essential for parents to follow the healthcare provider's instructions regarding medication timing.
Choice D rationale:
"Schedule a different routine for your child each day." Children with ADHD often benefit from consistent routines and schedules, as they provide structure and predictability, which can help manage their symptoms. Introducing a different routine each day could actually exacerbate symptoms and make it more challenging for the child to focus and engage in learning activities.