ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) 20 SIGN AND SYMPTOMS

HOW TO IDENTIFY ADHD CHILDREN ?
SIGN AND SYMPTOMS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
A child with ADHD might:
• daydream a lot
• forget or lose things a lot
• squirm or fidget
• talk too much
• make careless mistakes or take unnecessary risks
• have a hard time resisting temptation
• have trouble taking turns
• have difficulty getting along with others
Adult with ADHD might:
• Impulsiveness
• Disorganization and problems prioritizing
• Poor time management skills
• Problems focusing on a task
• Trouble multitasking
• Excessive activity or restlessness
• Poor planning
• Low frustration tolerance
• Frequent mood swings
• Problems following through and completing tasks
• Hot temper
• Trouble coping with stress
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH INATTENTIVE TYPE
For children under 17 Years, at least six of these must be present for an ADHD diagnosis. For older individuals, only five are necessary. The first set of symptoms relate to problems with attention or focus. They include:
• Making careless mistakes, being inattentive to detail
• Having trouble paying attention (tasks, playing)
• Not seeming to pay attention when someone is talking
• Not following through on homework, chores, or jobs; easily sidetracked
• Being organizationally challenged
• Avoiding tasks requiring sustained focus
• Not keeping track of or often losing items such as keys, glasses, etc.
• Being easily distracted
• Frequently forgetting things
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH HYPERACTIVE TYPE
• Fidgeting or squirming; tapping hands or feet
• Feeling restless; running or climbing inappropriately
• Struggling to stay quiet
• Talking excessively
• Lack of impulse control
• Hyperactive
• Blurting out answers before questions are asked
• Struggling to wait for his or her turn
• Interrupting others
DSM-5 DIAGNOSTIC CRITERIA FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2):
1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.
a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).
b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).
c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).
d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).
e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines).
f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).
g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).
i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments).
2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:
Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.
a. Often fidgets with or taps hands or feet or squirms in seat.
b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).
c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly.
e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g., while waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing).
B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities).
D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood
disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal).
ANATOMICAL POSSIBLE CAUSES OF ADHD
1. The brain of a person with ADHD is slightly different than others. Two structures in particular tend to be smaller: the basal ganglia and the prefrontal cortex.
2. The basal ganglia controls the movement of muscles. It signals which should be working and which should be at rest at any given time.
3. For example, if a child is sitting at a desk in the classroom, the basal ganglia should send a message telling the feet to stay still. In the case of ADHD, the feet may not receive the message. As such, they might remain in motion. A deficiency of the basal ganglia can also sometimes cause fidgety hand movements. For example, people with ADHD may tap a pencil on a desk, or drum their fingers.
4. The prefrontal cortex is important for conducting higher-order tasks. It is where memory, learning, and attention regulation come together. This area is essential for intellectual functions.
5. The prefrontal cortex plays an important role in regulating the neurotransmitter dopamine. Dopamine affects your ability to focus and is usually at lower levels in persons with ADHD.
6. Serotonin is another neurotransmitter related to the prefrontal cortex. It affects mood, sleep, and appetite. When serotonin drops too low, depression and anxiety result.
7. Lower levels of dopamine and serotonin can make it harder to focus. As a result, people with ADHD struggle to focus on one thing at a time, and are more easily distracted.
OTHER POSSIBLE CAUSES OF ADHD
• Brain injury
• Exposure to environmental (e.g., lead, mercury) during pregnancy or at a young age
• Alcohol and tobacco use during pregnancy
• Premature delivery
• Low birth weight
• Eating too much sugar,
• Watching too much television,
• Parenting (conflict/careless parenting/lack of awareness)
• Other social and environmental factors (Dealing with others)
“CHILDREN ARE GIFT FROM GOD ALMIGHTY; TODAY'S CHILDREN ARE TOMORROW'S FUTURE. GUIDE THEM WITH CARE AND SUPPORT.”
KUNNAMPALLIL GEJO JOHN
SPEECH LANGUAGE PATHOLOGIST

ADHD sign and symptoms , HOW TO IDENTIFY ADHD CHILDREN

         HOW TO IDENTIFY ADHD CHILDREN ?

SIGN AND SYMPTOMS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

A child with ADHD might:

• daydream a lot
• forget or lose things a lot
• squirm or fidget
• talk too much
• make careless mistakes or take unnecessary risks
• have a hard time resisting temptation
• have trouble taking turns
• have difficulty getting along with others

Adult with ADHD might:

·        Impulsiveness

·        Disorganization and problems prioritizing

·        Poor time management skills

·        Problems focusing on a task

·        Trouble multitasking

·        Excessive activity or restlessness

·        Poor planning

·        Low frustration tolerance

·        Frequent mood swings

·        Problems following through and completing tasks

·        Hot temper

·        Trouble coping with stress

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH INATTENTIVE TYPE

For children under 17 Years, at least six of these must be present for an ADHD diagnosis. For older individuals, only five are necessary. The first set of symptoms relate to problems with attention or focus. They include:

·        Making careless mistakes, being inattentive to detail

·        Having trouble paying attention (tasks, playing)

·        Not seeming to pay attention when someone is talking

·        Not following through on homework, chores, or jobs; easily sidetracked

·        Being organizationally challenged

·        Avoiding tasks requiring sustained focus

·        Not keeping track of or often losing items such as keys, glasses, etc.

·        Being easily distracted

·        Frequently forgetting things

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH HYPERACTIVE TYPE

·        Fidgeting or squirming; tapping hands or feet

·        Feeling restless; running or climbing inappropriately

·        Struggling to stay quiet

·        Talking excessively

·        Lack of impulse control

·        Hyperactive

·        Blurting out answers before questions are asked

·        Struggling to wait for his or her turn

·        Interrupting others

DSM-5  DIAGNOSTIC CRITERIA FOR  ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2):

1.     Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.

a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).

b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).

c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).

d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).

e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines).

f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).

g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).

i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments).

2.     Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.

a. Often fidgets with or taps hands or feet or squirms in seat.

b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).

c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)

d. Often unable to play or engage in leisure activities quietly.

e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).

f. Often talks excessively.

g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation).

h. Often has difficulty waiting his or her turn (e.g., while waiting in line).

i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing).

B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.

C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities).

 D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.

E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal).

ANATOMICAL POSSIBLE CAUSES OF ADHD

^1.          The brain of a person with ADHD is slightly different than others. Two structures in particular tend to be smaller: the basal ganglia and the prefrontal cortex.

2. The basal ganglia controls the movement of muscles. It signals which should be working and which should be at rest at any given time.
3. For example, if a child is sitting at a desk in the classroom, the basal ganglia should send a message telling the feet to stay still. In the case of ADHD, the feet may not receive the message. As such, they might remain in motion. A deficiency of the basal ganglia can also sometimes cause fidgety hand movements. For example, people with ADHD may tap a pencil on a desk, or drum their fingers.
4. The prefrontal cortex is important for conducting higher-order tasks. It is where memory, learning, and attention regulation come together. This area is essential for intellectual functions.
5. The prefrontal cortex plays an important role in regulating the neurotransmitter dopamine. Dopamine affects your ability to focus and is usually at lower levels in persons with ADHD.
6. Serotonin is another neurotransmitter related to the prefrontal cortex. It affects mood, sleep, and appetite. When serotonin drops too low, depression and anxiety result.
7. Lower levels of dopamine and serotonin can make it harder to focus. As a result, people with ADHD struggle to focus on one thing at a time, and are more easily distracted.

OTHER POSSIBLE CAUSES OF ADHD

• Brain injury
• Exposure to environmental (e.g., lead, mercury) during pregnancy or at a young age
• Alcohol and tobacco use during pregnancy
• Premature delivery
• Low birth weight
• Eating too much sugar,
• Watching too much television,
• Parenting (conflict/careless parenting/lack of awareness)
• Other social and environmental factors (Dealing with others)

“CHILDREN ARE GIFT FROM GOD ALMIGHTY; TODAY'S CHILDREN ARE TOMORROW'S FUTURE. GUIDE THEM WITH CARE AND SUPPORT.”

KUNNAMPALLIL GEJO JOHN

SPEECH LANGUAGE PATHOLOGIST

HOW TO IDENTIFY ADHD CHILDREN ?

         HOW TO IDENTIFY ADHD CHILDREN ?

SIGN AND SYMPTOMS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

A child with ADHD might:

• daydream a lot
• forget or lose things a lot
• squirm or fidget
• talk too much
• make careless mistakes or take unnecessary risks
• have a hard time resisting temptation
• have trouble taking turns
• have difficulty getting along with others
• 
  

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH INATTENTIVE TYPE

For children under 17 Years, at least six of these must be present for an ADHD diagnosis. For older individuals, only five are necessary. The first set of symptoms relate to problems with attention or focus. They include:

·        Making careless mistakes, being inattentive to detail

·        Having trouble paying attention (tasks, playing)

·        Not seeming to pay attention when someone is talking

·        Not following through on homework, chores, or jobs; easily sidetracked

·        Being organizationally challenged

·        Avoiding tasks requiring sustained focus

·        Not keeping track of or often losing items such as keys, glasses, etc.

·        Being easily distracted

·        Frequently forgetting things

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) PREDOMINANTLY WITH HYPERACTIVE TYPE

·        Fidgeting or squirming; tapping hands or feet

·        Feeling restless; running or climbing inappropriately

·        Struggling to stay quiet

·        Talking excessively

·        Lack of impulse control

·        Hyperactive

·        Blurting out answers before questions are asked

·        Struggling to wait for his or her turn

·        Interrupting others

DSM-5  DIAGNOSTIC CRITERIA FOR  ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2):

1.     Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.

a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate).

b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).

c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).

d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).

e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines).

f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers).

g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).

h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts).

i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments).

2.     Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities:

Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required.

a. Often fidgets with or taps hands or feet or squirms in seat.

b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).

c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)

d. Often unable to play or engage in leisure activities quietly.

e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).

f. Often talks excessively.

g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation).

h. Often has difficulty waiting his or her turn (e.g., while waiting in line).

i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing).

B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.

C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities).

 D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.

E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal).

ANATOMICAL POSSIBLE CAUSES OF ADHD

^{1           1.} The brain of a person with ADHD is slightly different than others. Two structures in                      particular tend to be smaller: the basal ganglia and the prefrontal cortex.

2. The basal ganglia controls the movement of muscles. It signals which should be working and which should be at rest at any given time.
3. For example, if a child is sitting at a desk in the classroom, the basal ganglia should send a message telling the feet to stay still. In the case of ADHD, the feet may not receive the message. As such, they might remain in motion. A deficiency of the basal ganglia can also sometimes cause fidgety hand movements. For example, people with ADHD may tap a pencil on a desk, or drum their fingers.
4. The prefrontal cortex is important for conducting higher-order tasks. It is where memory, learning, and attention regulation come together. This area is essential for intellectual functions.
5. The prefrontal cortex plays an important role in regulating the neurotransmitter dopamine. Dopamine affects your ability to focus and is usually at lower levels in persons with ADHD.
6. Serotonin is another neurotransmitter related to the prefrontal cortex. It affects mood, sleep, and appetite. When serotonin drops too low, depression and anxiety result.
7. Lower levels of dopamine and serotonin can make it harder to focus. As a result, people with ADHD struggle to focus on one thing at a time, and are more easily distracted.

OTHER POSSIBLE CAUSES OF ADHD

• Brain injury
• Exposure to environmental (e.g., lead, mercury) during pregnancy or at a young age
• Alcohol and tobacco use during pregnancy
• Premature delivery
• Low birth weight
• Eating too much sugar,
• Watching too much television,
• Parenting (conflict/careless parenting/lack of awareness)
• Other social and environmental factors (Dealing with others)

“CHILDREN ARE GIFT FROM GOD ALMIGHTY; TODAY'S CHILDREN ARE TOMORROW'S FUTURE. GUIDE THEM WITH CARE AND SUPPORT.”

KUNNAMPALLIL GEJO JOHN

SPEECH LANGUAGE PATHOLOGIST