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Attention Deficit Hyperactivity Disorder (ADHD)
and
Attentionn Deficit Disorder (ADD)
and
Attentionn Deficit Disorder (ADD)
Note: When we meet a client (or relative of a client) with ADD or ADHD we primarily focus on helping with the emotional issues they may have with the condition. These emotions are often anxiety, anger, frustration, helplessness depression and guilt. Because some of the symptoms are frequently present in both ADHD and in gifted people we do not attempt to change behaviours unless they result in emotional distress.
What is ADD and ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) also called Attention Deficit Disorder (ADD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. In the US it is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children. So in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.
ADHD was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote books on medicine and psychiatry. Dr. Hoffman was also an author of childrens books one of which was "The Story of Fidgety Philip". This was an accurate description of a little boy who had attention deficit hyperactivity disorder. Yet it was not until 1902 in a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems which today would be easily recognized as ADHD.
A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system.
ADHD often continues through adolescence into adulthood.
What are the Symptoms of ADHD?
The main symptoms of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.
Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control.
A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD.
All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.
According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), there are three patterns of behavior that indicate ADHD.
Hyperactivity-Impulsivity
Hyperactive children always seem to be "on the go" or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.
Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they're upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.
Some signs of hyperactivity-impulsivity are:
Homework is particularly hard for these children. They will forget to write down an assignment, or leave it at school. They will forget to bring a book home, or bring the wrong one. The homework, if finally finished, is full of errors and erasures. Homework is often accompanied by frustration for both parent and child.
The DSM-IV-TR gives these signs of inattention:
These children don't show significant problems with impulsivity and overactivity in the classroom, on the school ground, or at home. They may get along better with other children than the more impulsive and hyperactive types of ADHD, and they may not have the same sorts of social problems so common with the combined type of ADHD. So often their problems with inattention are overlooked. But they need help just as much as children with other types of ADHD, who cause more obvious problems in the classroom.
There is however a concern about the possibility of misdiagnosis. Frequently, bright children have been referred to psychologists or pediatricians because they exhibited certain behaviors (e.g., restlessness, inattention, impulsivity, high activity level, day-dreaming) commonly associated with a diagnosis of ADHD. It has been suggested that all of these behaviors, however, might be found in bright, talented, creative, gifted children. Until now, little attention has been given to the fact that there are similarities between the two groups, and that the differences haven't been deeply considered, thus raising the potential for misidentification in both areas - giftedness and ADHD.
If you want to know more about this condition, there are some excellent article available for download at
What is ADD and ADHD?
Attention Deficit Hyperactivity Disorder (ADHD) also called Attention Deficit Disorder (ADD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. In the US it is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children. So in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.
ADHD was first described by Dr. Heinrich Hoffman in 1845. A physician who wrote books on medicine and psychiatry. Dr. Hoffman was also an author of childrens books one of which was "The Story of Fidgety Philip". This was an accurate description of a little boy who had attention deficit hyperactivity disorder. Yet it was not until 1902 in a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems which today would be easily recognized as ADHD.
A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system.
ADHD often continues through adolescence into adulthood.
What are the Symptoms of ADHD?
The main symptoms of ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life. Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.
Symptoms of ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more. Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control.
A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked. The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated. Yet both may have different types of ADHD.
All children are sometimes restless, sometimes act without thinking, sometimes daydream the time away. When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected. But because the symptoms vary so much across settings, ADHD is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.
According to the most recent version of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), there are three patterns of behavior that indicate ADHD.
- People with ADHD may show several signs of being consistently inattentive.
- They may have a pattern of being hyperactive and impulsive far more than others of their age.
- Or they may show all three types of behavior.
- These are the predominantly hyperactive-impulsive type (that does not show significant inattention);
- the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADD-an outdated term for this entire disorder;
- and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).
Hyperactivity-Impulsivity
Hyperactive children always seem to be "on the go" or constantly in motion. They dash around touching or playing with whatever is in sight, or talk incessantly. Sitting still at dinner or during a school lesson or story can be a difficult task. They squirm and fidget in their seats or roam around the room. Or they may wiggle their feet, touch everything, or noisily tap their pencil. Hyperactive teenagers or adults may feel internally restless. They often report needing to stay busy and may try to do several things at once.
Impulsive children seem unable to curb their immediate reactions or think before they act. They will often blurt out inappropriate comments, display their emotions without restraint, and act without regard for the later consequences of their conduct. Their impulsivity may make it hard for them to wait for things they want or to take their turn in games. They may grab a toy from another child or hit when they're upset. Even as teenagers or adults, they may impulsively choose to do things that have an immediate but small payoff rather than engage in activities that may take more effort yet provide much greater but delayed rewards.
Some signs of hyperactivity-impulsivity are:
- Feeling restless, often fidgeting with hands or feet, or squirming while seated
- Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected
- Blurting out answers before hearing the whole question
- Having difficulty waiting in line or taking turns.
- Inattention
Homework is particularly hard for these children. They will forget to write down an assignment, or leave it at school. They will forget to bring a book home, or bring the wrong one. The homework, if finally finished, is full of errors and erasures. Homework is often accompanied by frustration for both parent and child.
The DSM-IV-TR gives these signs of inattention:
- Often becoming easily distracted by irrelevant sights and sounds
- Often failing to pay attention to details and making careless mistakes
- Rarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a task
- Often skipping from one uncompleted activity to another.
These children don't show significant problems with impulsivity and overactivity in the classroom, on the school ground, or at home. They may get along better with other children than the more impulsive and hyperactive types of ADHD, and they may not have the same sorts of social problems so common with the combined type of ADHD. So often their problems with inattention are overlooked. But they need help just as much as children with other types of ADHD, who cause more obvious problems in the classroom.
There is however a concern about the possibility of misdiagnosis. Frequently, bright children have been referred to psychologists or pediatricians because they exhibited certain behaviors (e.g., restlessness, inattention, impulsivity, high activity level, day-dreaming) commonly associated with a diagnosis of ADHD. It has been suggested that all of these behaviors, however, might be found in bright, talented, creative, gifted children. Until now, little attention has been given to the fact that there are similarities between the two groups, and that the differences haven't been deeply considered, thus raising the potential for misidentification in both areas - giftedness and ADHD.
If you want to know more about this condition, there are some excellent article available for download at
