According to the DSM-V-TR; Attention-Deficit/Hyperactivity Disorder (ADHD) is a predominantly genetic neurodevelopmental disorder that presents with a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning and development.
ADHD is among the most common neurodevelopmental disorders (Wilens et al, 2010). Its symptoms may first appear at a young age, usually before the start of puberty and can include but are not limited to a lack of attention, lack of concentration, disorganization, difficulty completing tasks, being forgetful, and impulsivity (Magnus et al., 2023). It is good to note that these symptoms may vary in intensity and usually cause distress to the person as well as to those around them. Although not always the case, individuals with an ADHD profile may also experience hyperactivity, psychomotor agitation and overwhelming feelings. Therefore, children with ADHD tend to appear as inattentive, disruptive and fidgety, while also having trouble remembering information and focusing on the material at hand. Children with ADHD might also daydream, forget or lose things, talk too much, make careless mistakes or take unnecessary risks, have a hard time resisting temptation, have trouble taking turns and have difficulty getting along with others.
Being a predominantly hereditary disorder, family history is something that may be a determining factor in a child’s ADHD diagnosis. The siblings of children diagnosed with ADHD have twice the risk of having ADHD than the general population while brain injury, viral infections, nutritional deficiency, exposure to environmental risks (such as lead) at a young age, tobacco and alcohol exposure in pregnancy, low birth weight and premature delivery have also been explored as possible causes of ADHD (Magnus et al, 2023).
There is no single test to diagnose ADHD. Diagnosing ADHD usually includes a medical examination, including hearing and vision assessments as well as the completion of a checklist for rating ADHD symptoms and taking a history of the child from parents, teachers, and sometimes, even the children themselves.
In most cases, ADHD is best treated with a combination of behavior therapy and medication. For preschool-aged children with ADHD, behavior therapy, particularly training for parents, is recommended as the first line of treatment before medication is tried. Developing healthy habits such as eating plenty of fruits, vegetables, whole grains and lean protein sources, participating in daily physical activity, limiting the amount of daily screen time from TVs, computers or phones as well as getting the right amount of sleep each night, are also favoured in managing ADHD. Good treatment plans will include close monitoring, follow-ups, and making changes, if needed, along the way.
Castellanos et al (2010) confirm the biological implications in ADHD through a comprehensive study that suggests that the areas involved in short-term and working memory and the reward pathway are compromised in individuals with an ADHD profile. Due to a dopamine deficiency, which seems to be responsible for the inattentiveness and fidgeting; patients may be effectively treated using central nervous system stimulant drugs. With the help of certain medications, children diagnosed with ADHD may find it much easier to concentrate and hence retain information, since their dopaminergic system would be adequately stimulated; therefore contributing to their educational success. Moreover, impulsivity and inattention may also be significantly reduced. In addition, ADHD seems to have a high rate of comorbidity with other mood, anxiety and substance use disorders. It is good to note that risk of such comorbidities has been shown to be significantly diminished in patients on treatment.
Children with ADHD are more likely to experience difficulties and challenges throughout their educational journey. Reiber et al (2004) argue that by knowing what’s next in the curriculum and how the lessons are scheduled, students may find it easier to connect with the lessons and maintain adequate attention levels and interest in the subjects. Moreover, it is ideal to vary presentation formats and task materials through the use of different modalities to increase and maintain student interest and motivation, by opting to use large fonts, colourful pages and presentations that attract the eye rather than letter-heavy papers and small fonts. This may make it easier for children with ADHD to follow and read, hence providing a solid foundation for memory retention and learning to take place effectively. The use of technology for note-taking may also be useful since this might help children with an ADHD profile in maintaining attention and writing at a faster rate, therefore keeping up with their peers.
Medical information notice: This article provides general health information and does not replace an individual medical consultation, diagnosis or treatment.