Children with ADHD
· Symptoms
· Causes
· Evaluation
· Treatment
· School & ADHD
· Behavior & Social Skills
· More information
What are the symptoms of ADHD?
ADHD symptoms usually arise in early childhood. Current diagnostic criteria indicate that the disorder is marked by behaviors that are long-lasting and evident for at least six months, with onset before age seven. Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has ADHD are very specific.
In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect the person’s ability to function in daily life. For both children and adults, these symptoms must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.
Increasingly, researchers are studying ADHD in the context of executive functions—the brain functions that activate, organize, integrate, and manage other functions. Impairment of these executive functions is considered highly interrelated to symptoms associated with ADHD.
There are three primary subtypes of ADHD, each associated with different symptoms.
ADHD—Primarily Inattentive Type:
o Fails to give close attention to details or makes careless mistakes
o Has difficulty sustaining attention
o Does not appear to listen
o Struggles to follow through on instructions
o Has difficulty with organization
o Avoids or dislikes tasks requiring sustained mental effort
o Is easily distracted
o Is forgetful in daily activities
ADHD—Primarily Hyperactive/Impulsive Type:
o Fidgets with hands or feet or squirms in chair
o Has difficulty remaining seated
o Runs around or climbs excessively
o Has difficulty engaging in activities quietly
o Acts as if driven by a motor
o Talks excessively
o Blurts out answers before questions have been completed
o Has difficulty waiting or taking turns
o Interrupts or intrudes upon others
ADHD—Combined Type:
o Meets both inattentive and hyperactive/impulsive criteria
What causes ADHD?
Research has demonstrated that ADHD has a very strong neurobiological basis. Although precise causes have not yet been identified, there is little question that heredity makes the largest contribution to the expression of the disorder in the population.
In instances where heredity does not seem to be a factor, difficulties during pregnancy, prenatal exposure to alcohol and tobacco, premature delivery, significantly low birth weight, excessively high body lead levels, and postnatal injury to the prefrontal regions of the brain have all been found to contribute to the risk for ADHD to varying degrees.
Evaluation of Children and Teens
As there is no single test to diagnose ADHD, determining whether a child has the disorder takes many steps. A comprehensive evaluation is necessary to establish the diagnosis, rule out other causes, and determine the presence or absence of coexisting conditions. Such an evaluation requires time and effort. It should include a clinical assessment of the child’s school, social, and emotional functioning, as well as his or her developmental level. A careful history should be taken from parents, teachers, and the child when appropriate.
Teens with ADHD present a special challenge, as the academic and organizational demands upon them increase. In addition, they face typical adolescent issues: discovering their identity, establishing independence, and dealing with peer pressure.
Several types of professionals can diagnose ADHD, including pediatricians, psychologists, social workers, nurse practitioners, psychiatrists, and other medical doctors. A thorough medical examination by a physician is important. Only medical doctors can prescribe medication if it is indicated.
Regardless of who does the evaluation, use of the most current diagnostic criteria according to established professional standards of diagnosis is essential. During the evaluation process, the evaluating professional will request that the child’s parents and teachers complete various forms, checklists, and behavior questionnaires in order to gather comprehensive information. Read more about some of these assessment tools.
Treatment for ADHD
Effective treatment of ADHD in children and teens requires a comprehensive approach that professionals call multimodal. This means that the best outcomes are achieved when multiple interventions work together as part of a comprehensive treatment plan. The elements of a multimodal treatment approach include:
Parent training
o Behavioral intervention strategies
o An appropriate educational program
o Education regarding ADHD
o Medication, when necessary
o Positive behavior intervention can be critical.
The most important techniques are consistency and positive reinforcement, in which the child is rewarded for desired behavior. Classroom success may require a range of interventions, from making minor adjustments in the regular classroom to requiring special education programs. For many children with ADHD, medication may be an integral part of treatment. Both stimulant and non-stimulant medications are now available to physicians and parents.
School & ADHD: Kindergarten through 12th Grade
Students diagnosed with ADHD may be entitled to classroom accommodations or services if the disorder has a negative impact on academic, social, or behavioral performance at school. A diagnosis does not automatically entitle a student to services or accommodations, however. There are services and/or accommodations that may be available to your child. Every public school should also provide parents with information about local procedures and policies governing ADHD and support available through the school.
If you have placed your child in a private school, or if your child's school receives no federal funding, you may not have access to many of the services and accommodations offered in public school. Contact a Special Education Advocate and/or Special Education Attorney to develop a plan with your child's teacher and school to provide a more supportive education environment.
Note: For the most accurate and up-to-date legal information and publications visit http://www.wrightslaw.com
Behavior & Social Skills
For some children with ADHD, social interactions are problematic. The combination of impulsivity, immaturity, and difficulty reading the social cues of others can lead to difficult and painful peer relationships. Learning to get along with others is a challenge, whether at school, in sports, or with friends. But it doesn't have to be so hard. There are many things you can do to help your child develop a better set of social skills. It is highly recommended that parents visit the CHADD website and become a member to access their vast library of articles, books, and resources.
Suggested web sites:
CHADD – Children and Adults with Attention-Deficit/Hyperactivity Disorder http://www.chadd.org
Wright’s Law http://www.wrightslaw.com
Retrieved from:
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Symptoms-and-Causes.aspx
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Evaluation-and-Treatment.aspx
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Behavior-and-Social-Skills/Social-Skills-for-Children-with-ADHD.aspx
· Symptoms
· Causes
· Evaluation
· Treatment
· School & ADHD
· Behavior & Social Skills
· More information
What are the symptoms of ADHD?
ADHD symptoms usually arise in early childhood. Current diagnostic criteria indicate that the disorder is marked by behaviors that are long-lasting and evident for at least six months, with onset before age seven. Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has ADHD are very specific.
In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect the person’s ability to function in daily life. For both children and adults, these symptoms must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.
Increasingly, researchers are studying ADHD in the context of executive functions—the brain functions that activate, organize, integrate, and manage other functions. Impairment of these executive functions is considered highly interrelated to symptoms associated with ADHD.
There are three primary subtypes of ADHD, each associated with different symptoms.
ADHD—Primarily Inattentive Type:
o Fails to give close attention to details or makes careless mistakes
o Has difficulty sustaining attention
o Does not appear to listen
o Struggles to follow through on instructions
o Has difficulty with organization
o Avoids or dislikes tasks requiring sustained mental effort
o Is easily distracted
o Is forgetful in daily activities
ADHD—Primarily Hyperactive/Impulsive Type:
o Fidgets with hands or feet or squirms in chair
o Has difficulty remaining seated
o Runs around or climbs excessively
o Has difficulty engaging in activities quietly
o Acts as if driven by a motor
o Talks excessively
o Blurts out answers before questions have been completed
o Has difficulty waiting or taking turns
o Interrupts or intrudes upon others
ADHD—Combined Type:
o Meets both inattentive and hyperactive/impulsive criteria
What causes ADHD?
Research has demonstrated that ADHD has a very strong neurobiological basis. Although precise causes have not yet been identified, there is little question that heredity makes the largest contribution to the expression of the disorder in the population.
In instances where heredity does not seem to be a factor, difficulties during pregnancy, prenatal exposure to alcohol and tobacco, premature delivery, significantly low birth weight, excessively high body lead levels, and postnatal injury to the prefrontal regions of the brain have all been found to contribute to the risk for ADHD to varying degrees.
Evaluation of Children and Teens
As there is no single test to diagnose ADHD, determining whether a child has the disorder takes many steps. A comprehensive evaluation is necessary to establish the diagnosis, rule out other causes, and determine the presence or absence of coexisting conditions. Such an evaluation requires time and effort. It should include a clinical assessment of the child’s school, social, and emotional functioning, as well as his or her developmental level. A careful history should be taken from parents, teachers, and the child when appropriate.
Teens with ADHD present a special challenge, as the academic and organizational demands upon them increase. In addition, they face typical adolescent issues: discovering their identity, establishing independence, and dealing with peer pressure.
Several types of professionals can diagnose ADHD, including pediatricians, psychologists, social workers, nurse practitioners, psychiatrists, and other medical doctors. A thorough medical examination by a physician is important. Only medical doctors can prescribe medication if it is indicated.
Regardless of who does the evaluation, use of the most current diagnostic criteria according to established professional standards of diagnosis is essential. During the evaluation process, the evaluating professional will request that the child’s parents and teachers complete various forms, checklists, and behavior questionnaires in order to gather comprehensive information. Read more about some of these assessment tools.
Treatment for ADHD
Effective treatment of ADHD in children and teens requires a comprehensive approach that professionals call multimodal. This means that the best outcomes are achieved when multiple interventions work together as part of a comprehensive treatment plan. The elements of a multimodal treatment approach include:
Parent training
o Behavioral intervention strategies
o An appropriate educational program
o Education regarding ADHD
o Medication, when necessary
o Positive behavior intervention can be critical.
The most important techniques are consistency and positive reinforcement, in which the child is rewarded for desired behavior. Classroom success may require a range of interventions, from making minor adjustments in the regular classroom to requiring special education programs. For many children with ADHD, medication may be an integral part of treatment. Both stimulant and non-stimulant medications are now available to physicians and parents.
School & ADHD: Kindergarten through 12th Grade
Students diagnosed with ADHD may be entitled to classroom accommodations or services if the disorder has a negative impact on academic, social, or behavioral performance at school. A diagnosis does not automatically entitle a student to services or accommodations, however. There are services and/or accommodations that may be available to your child. Every public school should also provide parents with information about local procedures and policies governing ADHD and support available through the school.
If you have placed your child in a private school, or if your child's school receives no federal funding, you may not have access to many of the services and accommodations offered in public school. Contact a Special Education Advocate and/or Special Education Attorney to develop a plan with your child's teacher and school to provide a more supportive education environment.
Note: For the most accurate and up-to-date legal information and publications visit http://www.wrightslaw.com
Behavior & Social Skills
For some children with ADHD, social interactions are problematic. The combination of impulsivity, immaturity, and difficulty reading the social cues of others can lead to difficult and painful peer relationships. Learning to get along with others is a challenge, whether at school, in sports, or with friends. But it doesn't have to be so hard. There are many things you can do to help your child develop a better set of social skills. It is highly recommended that parents visit the CHADD website and become a member to access their vast library of articles, books, and resources.
Suggested web sites:
CHADD – Children and Adults with Attention-Deficit/Hyperactivity Disorder http://www.chadd.org
Wright’s Law http://www.wrightslaw.com
Retrieved from:
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Symptoms-and-Causes.aspx
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Evaluation-and-Treatment.aspx
http://www.chadd.org/Understanding-ADHD/Parents-Caregivers-of-Children-with-ADHD/Behavior-and-Social-Skills/Social-Skills-for-Children-with-ADHD.aspx