Attention Deficit Hyperactivity Disorder (ADHD) is a common neurobehavioral disorder that affects approximately 11 percent of children between the ages of four and seventeen (Kemper et al., 2018). Significant geographical variations exist on the rate of diagnosis and the treatment of the condition. The prevalence of the disease, particularly in developed countries such as the United States has increased in recent times. The current diagnostic manual (DSM-5) stipulates that a child can only be diagnosed as having ADHD when they show six out of the possible inattentive symptoms that entail being easily distracted or failing to show close attention to detail. Additionally, the child should also show six out of nine impulsivity and hyperactivity symptoms. It is worth noting that children with ADHD are always on the go and tend to find it challenging to wait for their turn. The symptoms should not just be spontaneous and then fading away, but the child should show consistent behavior for at least six months. The occurrence of the symptom should be a manifestation if two varying settings and should occur before the child clocks twelve years (Visser et al., 2014). The case is slightly different for older adolescents and adults because the number of signs and symptoms for diagnosis is five out of nine.
ADHD has three presentations that include predominantly inattentive, predominantly impulsive, or hyperactive, and the first two combined based on the manifestation of the symptoms. The treatment or the management of ADHD mostly involves the use of psycho-stimulants. Psycho-stimulants reduce distractibility, improve the activity levels of the brain, reduce impulsive and hyperactive behavior, and improve the levels of sustained attention in the affected individuals. Secondly, depending on the diagnosis and the behavior of the child, non-pharmacological therapies such as behavioral therapies, psychotherapy, complementary and other alternative medicines, and psycho-social behavior are also effective in managing the condition (Visser et al., 2014). The latter may be used in isolation or in conjunction with medication management and are effective. They address the manifestation of the core signs and symptoms and the long-term impairments associated with ADHD. Noteworthy is the fact that non-pharmacological interventions are complex and somewhat difficult to understand because they encompass various approaches that range from complementary medicines and behavioral interventions (Kemper et al., 2018). The condition mostly affects children and teenagers but can continue into adulthood. It is currently the most diagnosed mental disorder in children, meaning that it is quite prevalent. It affects mostly boys than girls. The fact that children with ADHD are unable to control their impulses and have a short attention span makes it difficult for them to have a healthy life both at home and at school. Adults with ADHD may have challenges setting their goals, managing time, holding on to a job, or being organized. Furthermore, they may have problems with relationships, addiction, and self-esteem.
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Symptoms and Basic Characteristics of ADHD
ADHD is a complex neurodevelopmental disorder that has the propensity and the ability to affect a person’s success at school and work and their relationships. The signs and symptoms of ADHD vary depending on the individual. It manifests itself uniquely in different persons (Visser et al., 2014). To make a comprehensive diagnosis, practitioners often rely on various criteria. The first symptom of ADHD is selective-focused behavior that mostly looks like the child cannot recognize other people’s desires and needs. Such can lead to trouble waiting for their turn or interrupting others or even teachers during class sessions. Self-focused behavior may cause an individual, mostly children, with ADHD to interrupt others while they are talking or in the middle of a conversation or a game, of which they may not be part. Their behavior implies their attention shifts and interferes with the peace and even the progress of others.
The children with ADHD also have trouble waiting for their turn, meaning that they are restless and aggressive at times. Such manifest itself mostly during classroom or group activities. When playing games with other children, a child with ADHD will also find it difficult to wait for their turn they may interrupt the sequence of the game by taking part even if it is someone else’s turn. Emotional turmoil is another symptom associated with ADHD. A child with ADHD normally has trouble controlling their emotions or keeping their emotions in check. Occasionally, they may have outbursts of anger even during inappropriate times. Younger children tend to show anger tantrums (Visser et al., 2014). Closely related to that is that children with ADHD fidget frequently or on occasions. They find it difficult or even impossible to sit still. They often try to get up and move around, squirm and fidget, particularly when forced to sit on a chair.
Children who have ADHD also experience problems playing quietly, either alone or with the others. Because they often fidget, children with ADHD find it difficult to engage in leisure activities quietly or even calmly since they tend to be noisy and unsettled. Moreover, children with ADHD tend to have many unfinished tasks because of their short attention span (Lichtenstein et al., 2012). They may start well but fail to finish their assignments. Such children may show interest in a lot of activities and different things but may develop problems completing them. For instance, they may start chores, projects, or homework, but will move on to the next thing without necessarily finishing the task that they began. They often move on to the next item that draws their attention. As mentioned earlier, children with ADHD tend to lack focus. They have trouble paying attention, even when a person addresses them directly. At times, they may pretend or confirm that they have heard what one has said and fail almost instantly to recall what they were told. They lose interest in people and activities fast because of their short attention span. Closely related to that is the fact that they tend to avoid tasks that require extended mental effort. The lack of focus tends to make children with ADHD to avoid activities that entail sustained mental effort, for example, doing homework, or paying attention in class.
Children with ADHD tend to make many mistakes in academics, in terms of following instructions and may come out as being indiscipline. Such children have problems following instructions that require planning and meticulous execution. In that regard, they tend to make careless mistakes. It is worth noting that the omissions and the commissions that lead to the mistakes are not indications of laziness or lack of intelligence on the part of the child since they only lack focus. In most cases, the sheer lack of attention does not manifest itself in the form of noise or restlessness (Lichtenstein et al., 2012). In some instances, the child may be daydreaming, meaning that they may be quieter than the other children involved in a particular activity may. They may sate into space, ignore what is happening around them, and daydream. A child with ADHD often has trouble being organized, meaning it may be impossible for them to keep track of the activities and tasks (Nigg et al., 2013). Such may be problematic at school, as they may not prioritize school projects, homework, and other assignments. Furthermore, children with ADHD suffer from forgetfulness. They may forget their daily activities such as homework, chores, and tend to lose their toys often. Finally, a child with ADHD shows the symptoms of the condition in multiple settings. For instance, they should show a lack of focus at home and school to be classified as suffering from ADHD.
The Newest Treatments and Support Available for Persons with ADHD
Various treatment and management options exist for ADHD, with the aim being to help the children control impulse behavior, help them pay attention, and curb hyperactivity. It is worth noting that medications are not the only mode of treatment Nigg et al., 2013). Excise and play, nutritious meals, the improvement of social skills, and learning new coping skills form part of the treatment is effective in managing ADHD. Exercise helps the child boost their performance at school, decrease their stress levels, improve their functionality, and bolster their relationship. The first line of treatment for ADHD is medication, which may not be the best option for a child. Medication may help a child sit still and concentrate better in class, especially in the short term. The most commonly used stimulants for ADHD are amphetamines and methylphenidate. Nevertheless, there is no evidence that the use of medication to manage ADHD improve achievement at school and the child’s behavior in the long term (Lichtenstein et al., 2012). It is not conclusive that medication will solve all the problems and symptoms associated with ADHD, even in the short-term. The use of such powerful drugs may have negative effects on a child’s developing brain. Medication requires close monitoring of the child and should be combined with other forms of treatment for efficiency and effectiveness.
Proper nutrition, such as the consumption of a balanced diet, helps in the management of the condition. Good eating makes a whole lot of difference when in the management of ADHD. Parents and teachers must schedule regular meals, snacks for not more than three hours (Pontifex et al., 2013). Meals help in keeping the blood sugar level steady, thereby minimizing irritability, and improving the child’s concentration. Moreover, it is essential to include complex proteins and carbohydrates in the snack or the meal. Regularly checking the child’s iron, zinc, and magnesium levels are vital in controlling the ADHD symptoms. Adding more-3 fatty acids to the child’s diet will reduce impulsivity and hyperactivity (Nigg et al., 2013). Finally, behavioral therapy for ADHD is an effective method for the successful management of the condition. It is mostly applicable to a co-treatment method combined with medication. It involves the reinforcement of the desired behavior through praise and rewards and minimizing problematic behaviors by setting consequences and limits. For instance, a teacher may reward a child with ADHD for taking smalls steps such as raising his hand during classwork even if the answer given is not correct. Rewarding a struggle leads to embracing new behavior.
The Impact of ADHD on the Family
ADHD affects both the child and the family. The members of the family often adjust their schedules and behaviors to accommodate a child with ADHD (Nigg et al., 2013). The parents may find it difficult that family members are reluctant to care for their child and that other children do not involve or invite them to group activities. The psychological trauma and the distress at that point are quite real, and the parents may even seek emotional support to help cope with the new reality (Shaw et al., 2014). Additionally, children who have ADHD have poor sleeping patterns, which affect their parents, as well. In situations where the child does not sleep at night and is restless, it is difficult for the parent to sleep as well. It means that the parent may have its plans for the next day altered due to the lack of sleep. Notably, a child who has ADHD does not get enough sleep. Their impulsivity and hyperactivity tend to get worse because they develop oppositional or aggressive behavior. Economically, ADHD affects the financial constitution of a family that has a case of ADHD (Visser et al., 2014). For instance, a child with ADHD requires certain medications and certain types of food to keep the symptoms in check. It means that the family has to spend money to care for the child. The impact is compounded when the family has financial challenges.
Personal Application
A child with ADHD shows inattentive symptoms that entail being easily distracted or failing to show close attention to detail (Pontifex et al., 2013). The child also tends to show signs of impulsivity and hyperactivity symptoms. It is worth noting that children with ADHD are always on the go and tend to find it challenging to wait for their turn. Children must control impulse behavior, help them pay attention, and curb hyperactivity. It is worth noting that medications are not the only mode of treatment (Shaw et al., 2014). Excise and play, nutritious meals, the improvement of social skills, and learning new coping skills form part of the treatment is effective in managing ADHD. Exercise helps the child boost their performance at school, decrease their stress levels, improve their functionality, and bolster their relationship. If left unchecked, the children with ADHD may not be academically, socially, and economically productive compared to their peers. Parents should pay special attention to a child with ADHD to help them progress normally in life by ensuring that they get the necessary treatment, care, and attention (Pontifex et al., 2013). The objective is to reinforce the child’s behavior and minimize the signs and symptoms of ADHD to enable proper and productive functionality.
References
Kemper, A. R., Maslow, G. R., Hill, S., Namdari, B., LaPointe, N. M. A., Goode, A. P., & McBroom, A. J. (2018). Attention deficit hyperactivity disorder: Diagnosis and treatment in children and adolescents. Rockville (MD): Agency for Healthcare Research and Quality (US); 2018 Jan. ( Comparative Effectiveness Reviews , No. 203.). Retrieved from https://www.ncbi.nlm.nih.gov/sites/books/NBK487761/pdf/Bookshelf_NBK487761.pdf
Lichtenstein, P., Halldner, L., Zetterqvist, J., Sjölander, A., Serlachius, E., Fazel, S., & Larsson, H. (2012). Medication for attention deficit–hyperactivity disorder and criminality. New England Journal of Medicine , 367 (21), 2006-2014. Retrieved from https://www.nejm.org/doi/full/10.1056/nejmoa1203241
Nigg, J. T. (2013). Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical Psychology Review , 33 (2), 215-228. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4322430/
Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. The Journal of Pediatrics , 162 (3), 543-551. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3556380/
Shaw, P., Stringaris, A., Nigg, J., & Leibenluft, E. (2014). Emotion dysregulation in attention deficit hyperactivity disorder. American Journal of Psychiatry , 171 (3), 276-293. Retrieved from https://ajp.psychiatryonline.org/doi/pdfplus/10.1176/appi.ajp.2013.13070966
Visser, S. N., Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Kogan, M. D., Ghandour, R. M., ... & Blumberg, S. J. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003–2011. Journal of the American Academy of Child & Adolescent Psychiatry , 53 (1), 34-46. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4473855/pdf/nihms699115.pdf
