What Is ADHD?

According to The American Psychiatric Association, Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that affects 5 to 10 percent of school children. It is characterized by lack of attention, difficulty maintaining focus, and hyperactivity. The cause of ADHD is unknown, but research indicates that neurotransmitters in the brain may be partially responsible for the disorder. Genetics may play a role.

Identification

• A diagnosis of ADHD requires a thorough medical exam to rule out underlying medical conditions that may mask or mimic symptoms of ADHD. Hearing and eye exams may reveal impairments that create similar symptoms or cause the child to appear to have a lack of focus or attention.
  An accurate assessment of symptoms requires input from parents, caregivers and teachers. Behavior rating scales completed by people who observe the child in multiple settings must be completed. A diagnosis hinges on the fact that the symptoms are experienced in more than one setting. Symptoms that are present only in a specific setting, such as home or school should be explored for causes other than ADHD.
  Observations made by trained professionals are often completed to provide an unbiased assessment of the child's behavior. These observations may be done in the classroom or in the home, if necessary.

Considerations

• Parents and teachers often assume that if the child exhibits the classic symptoms of ADHD (inattention, lack of focus and hyperactivity) that the child has ADHD. Although this may be the case, there are a host of conditions that produce similar traits. In the classroom, gifted children who are not being adequately challenged may exhibit remarkably similar behaviors. Lack of parental control and ineffective discipline methods may also produce unruly behavior that is similar to ADHD.
  Medical conditions such as undiagnosed depression may be overlooked primarily because children exhibit the signs of depression differently than adults. Instead of the classic flat affect and lack of interest in the world around them, children often act out their feelings by being disruptive and may not be able to concentrate.
  Absence seizures common in some forms of epilepsy may produce symptoms that mimic lack of attention. In this disorder, children may miss vital instructions and fail to respond appropriately or to follow through with instructions.
  Children may suffer from a specific learning disability separate from ADHD that prohibits them from completing tasks which may be mistaken for ADHD.

Theories/Speculation

• The cause for the disorder in unknown, but there are several theories that remain to be researched. Genetics may be a factor in ADHD, as a higher percentage of parents and other family members also have ADHD. Many parents go undiagnosed until after their child is diagnosed, at which point they recognize their own symptoms.
  Neurotransmitters, the chemicals in the brain that help brains cells communicate--particularly serotonin, dopamine and norepinephrine--may play a role in ADHD. It is thought that inadequate amounts of dopamine cause lack of control and impulsivity. Lack of norepinephrine may cause hyperactivity. A surplus of serotonin may produce aggressive behaviors. Other theories include abnormalities in the prefrontal cortex which control inhibition.

Misconceptions

• Although it is a common belief among parents and teachers that children with ADHD experience higher rates of distractibility and hyperactivity after consuming sugar, there is no evidence that sugar causes or worsens the symptoms of ADHD. In fact, according to the American Medical Association (see resources) sugar does not affect the behavior or the cognitive abilities of children. It should be noted; however, that a small percentage of children can have a sensitivity to sugar that may mimic ADHD just as an individual can have sensitivity to any food that may mimic the symptoms of ADHD.

Potential

• With proper diagnosis and early intervention, children with ADHD can succeed in school and go on to lead healthy happy lives. The preferred mode of treatment may involve medication, but should also involve behavior modification techniques and direct instruction in self monitoring. Children should be taught coping skills such as specific organizational techniques, how to break tasks down into manageable chunks and receive training in social skills.