Without effective treatment ADHD can have serious, negative
effects on those individuals affected. These negative effects
cause individuals to experience difficulty in all parts of their
lives.
A diagnosis of ADHD is serious and needs to be made with care
and attention.
Because ADHD is a disorder that affects the individual in all
areas of his/her life, a diagnosis needs to examine all areas
of the individual's life.
ADHD is a psychiatric diagnosis and should be made by those competent
to do so. This includes psychiatrists, clinical psychologists,
and physicians.
Teachers, parents, counselors, and other professionals may recognize
the symptoms and suggest that further assessment would be appropriate.
However, they cannot diagnose this disorder.
It is also important to rule out other conditions that may present
with similar symptoms. Those conditions may include mood disorders
and anxiety disorders.
Signs that suggest assessment would be appropriate include:
- excessive activity (sometimes including 'in utero')
- lack of 'normal' fears
- "getting into everything"
- being accident prone
- having difficulty sleeping
- lack of interest demonstrated in any particular toy - rather,
wandering from one to another
- difficulty sitting still
- trouble taking turns or waiting for a request to be filled
- excessive climbing
- excessive daydreaming
No special psychological or laboratory tests diagnose this disorder.
Rather, the diagnosis is made on the basis of a collection of
evidence and the elimination of other possible causes for the
symptoms.
For children, a diagnosis of ADHD is made based on:
- careful history taken from parents or guardians;
- a physical examination;
- an interview with the child;
- the completion of performance tasks;
- rating scales (describing the presence, severity and frequency
of symptoms) filled out by the child being assessed, parents,
teachers and others who have worked with the child.
For adults, a diagnosis of ADHD is made on the basis of:
- information shared by the adult;
- a physical examination;
- the completion of performance tasks;
- rating scales(describing the presence, severity and frequency
of symptoms) filled out by the adult and others who are close
to him/her.
Symptoms include: (Medical Symptoms)
- Hyperactivity
Individuals with ADHD who demonstrate hyperactivity are frequently
described as:
- unable to sit still
- overly active
- bundles of energy
- excessively talkative
- fidgety
- on the go
- constantly in motion
- as if driven by a motor
- disruptive to others
- accident prone
They sometimes
- walk early
- sleep poorly
- touch everything (and therefore break many things)
- change activities frequently (rarely finishing anything)
- and cry easily
Conversely, these hyperactive children
may at times sit still and focus on one activity (usually of
their choosing) for long periods of time. As the children age,
the easily recognized hyperactivity my gradually change into
restless behavior.
- Impulsivity
- inability to tolerate delay
- need immediate gratification (similar to younger children)
- lack of planning
- in young children impulsivity may lead to bladder and
bowel accidents
- poor judgement
- frequently hurt (requiring trips to emergency departments)
- frequently hurt others through their impulsive actions
- easily upset
- choose inappropriate behaviors (lying, stealing, talking
back) that others might consider but reject
- therefore judge themselves as 'bad'
- Distractibility
- short attention span
- inability to stick to something
- difficulty maintaining concentration
- rushing from one activity to another
- not always present - Individuals with ADHD , although
highly distractible, may stick to particular activities
(self selected and highly motivational)for very long periods
of time.
Distractibility causes difficulty in
- listening
- remembering
- following instructions
- and finishing a task
Family (For the Parents)
- Parents
- children with ADHD are difficult to parent
- parents may feel disappointed that their child has these
symptoms
- the chronic misbehavior that results from the symptoms
can produce frustration
- discipline techniques seem ineffective
- sometimes leads to anger
- parents frequently feel inept and to blame for their
child's problems
- sometimes, parents resort to sever and harsh discipline
- produces guilt and leads to lenient discipline
- this inconsistent style is the opposite of the consistent,
even-tempered, tolerant and predictable parent that the
child with ADHD needs
- child's behavior can lead to parental disagreement, as
each parent tends to blame the other for inadequate parenting
- because children's behavior is seen by many as a reflection
of their parenting, parents of ADHD children are sometimes
viewed by family members, teachers, community members, and
even mental health professionals as inadequate
- inadequate parenting can exacerbate the difficulties experienced
by a child with ADHD, however, it does not cause the disorder.
- children with ADHD need parents who pay attention to details,
don't overreact, manage their own feelings and are well
organized.
- Siblings
- sometimes envious of the attention received by the child
with ADHD
- may also be frustrated by their behavior and sometimes
even afraid of it
- results is squabbling, which although not abnormal behavior
for siblings is intensified in degree
School (For Educators)
To learn a child must be able to
- pay attention
- cooperate
- tolerate frustration
- have patience
- stick with a task.
So, children who have difficulty
- paying attention
- restraining their impulses
- sticking to tasks
are likely to fall behind or underachieve.
Teachers, parents and classmates express frustration and criticism.
Children with ADHD begin to feel "stupid".
During pre-adolescence and middle years, problems frequently
intensify.
Middle years are often:
- less structured
- students have several teachers
- there is more homework.
Teachers:
- may not know their students as well
- so have expectations that may not be realistic of a student
with ADHD
Academic problems often increase.
Lack of success and frustration lead to low self-esteem and discouragement.
The school experience may be so negative that students feel unable
to complete high school.
ADHD and other Disabilities
- Although ADHD frequently has a negative impact on children's
learning, ADHD is NOT a learning disability
- It is not uncommon for children with ADHD to also have a
learning disability.
- Some children with ADHD may also be diagnosed with Oppositional
Defiant Disorder and/or Conduct Disorder.
Friendships
Due to impulsive behavior, children with ADHD are often:
- not well liked by their peers
- seen as bossy and argumentative.
They experience peer rejection.
Their attempts to gain popularity frequently backfire.
The result is lowered self-esteem and further rejection.
As they get older, young people with ADHD may try to gain friends
by engaging in dangerous and self-destructive behavior.
