Attention deficit hyperactivity disorder or ADHD, has been categorized in the newly revised Diagnostic and Statistical Manual of Mental Disorders fifth edition or DSM-5. It is now under the heading neurodevelopmental disorders. It occurs in up to 5% of children and 2.5% of adults. Pathological levels of inattention, along with disorganization and impulsive hyperactivity are at the core if this disorder. Persons diagnosed with Attention Deficit Hyperactive Disorder consistently show that they are unable to remain on task, and have a hard time listening. They are often overactive, fidgety, can’t stay in their chairs, as well as intrude on conversations. The key criteria seem to be excessive for the age or development. There is often comorbidity with conduct or defiance disorders. This condition remains in many persons into adulthood and can cause social impairment.
Since it is beyond the scope of this page to consider the diagnostic criteria for this disorder, I will point you to the newest version of the Diagnostic and Statistical Manual for Mental Disorders or DSM 5 so that you may look at those criteria.The features of this disorder interfere with normal functions. They are primarily inattention such as not staying on task or not being persistent. It also includes hyperactivity such as running around, tapping of fidgeting or talking excessively. In many cases there is impulsive behavior such that the child performs it without thought. It can be harmful for the individual and others or intrudes in social situations that are not appropriate.
ADHD
One feature that is important in the diagnosis is that it happens prior to age 12. Careful diagnosis ensures that there is not an over diagnosis of ADHD. Due to concerns of making normal behaviors into those that cause problems, the diagnosis should not be done before the child goes to school. There is a fine line. Children who are too young or are underdeveloped might exhibit these symptoms but not necessarily have Attention Deficit Hyperactive Disorder (ADHD). It is also vital that the diagnosis of these symptoms be seen in more than one setting such as the home and the school. This would entail discussion with persons who are close to the child in both settings.
Often children who suffer Attention Deficit Hyperactivity Disorder or ADHD have language or motor developmental delays although it is not specific to the disorder. Perhaps the child has mood swings that change, frustrates or irritates easily. The child who receives a diagnosis of Attention Deficit Hyperactive Disorder may have an increased risk of suicide. This happens especially when there is a co-occurring diagnosis with mood disorders or substance use.
Children with this diagnosis will be hyperactive especially in the elementary school years. AS the child becomes older the child will become fidgety and restless but not as hyperactive. Often they will feel restless and impatient. This diagnosis will occur in boys at almost 2 to 1 over girls.
The child diagnosed with Attention Deficit Hyperactivity Disorder or ADHD will have a greater chance of substance use disorder. They have higher rates of driving problems such as accidents. The child will be less likely to complete school. There is also a greater likelihood of peer rejection and social problems due to the manifestations of symptoms in the child diagnosed.
What to Do
If you have a child that seems to be exhibiting these symptoms it is best to see a psychologist. In this way, if a diagnosis is in order it will be proper. There may also be the chance that some other problems exist. If this is the case, a psychologist can make the correct diagnosis. Your child or loved one can get the assistance they need most.
References
ADHD ACCOMODATIONS
There are any number of ADHD accommodations that can apply to your children to help them with their issues. These ADHD accommodations are usually along the lines of what is known as an IEP (individualized education plan) or a 504 plan.
When it comes to ADHD accommodations what is the difference between an IEP and a 504 plan
The IEP plan is a plan developed to give your child specialized instruction or related services. This happens when your child has an identifiable disability that is covered under the disability law and the child is attending an elementary or secondary school through high school.
The 504 Plan is a plan developed to give your child he ability to achieve academic success and to partake in the learning environment. This happens when your child has an identifiable disability that is covered under the disability law. The child attends an elementary or secondary school through high school.
How are they different?
The truth is that not all kids need special instruction or learning in their ADHD accommodations. If the child does need this type of structure, the Individuals with Disabilities Education Act (IDEA) lays out how the IEP developes. This process is more involved than the 504 of the Rehabilitation Act and requires documentation of measurable growth. This is a huge difference. Many schools will try to opt for the 504 plan because of this. For students with disabilities who do not require specialized instruction but need to have equal access to public education and services, the school creates a 504 plan with the specific requirements. Both of these plans need updates annually. This would make sure that the student is receiving the most effective ADHD accommodations for his/her specific circumstances.
References
Tvochannel 2016 Allen J. Frances on the overdiagnosis of mental illnessTvochannel. (2016). Allen J. Frances on the overdiagnosis of mental illness [Video podcast]. Retrieved from https://www.youtube.com/watch?v=yuCwVnzSjWA 201606180903391459731341
Psych Congress Network. (2013). Changes to Psychotic Disorders Chapter in DSM-5. Retrieved from https://www.youtube.com/watch?v=9a2DXvXOWQ8
WebsEdgeHealth. (2013). Interview with David Kupfer MD, DSM-5 Task Force Chair. Retrieved from https://www.youtube.com/watch?v=Gl5dBF2Ziug