AD/HD in Children

Attention Deficit/Hyperactivity Disorder is a neurobiological condition that affects learning and behavior. It is believed to be hereditary.

Because the behavior characteristics of AD/HD in children can mimic other serious problems, identification and diagnosis requires a professional assessment. This should include psychological and educational assessments provided by school personnel in addition to detailed evaluations and history consisting of a child’s medical, family and social information.

All children exhibit some of the characteristic behaviors of AD/HD at one time or another. However, in order to have a diagnosis of AD/HD a child must exhibit six or more of the characteristics listed below for at least six months before the age of seven. The symptoms must “interfere with developmentally appropriate social, academic, or occupational functioning…in at least two settings” for example, at home and at school. (DSM-IV)

Three types of behavior characterize individuals with Attention Deficit/Hyperactivity Disorder:

Hyperactivity
Inattentiveness
Impulsivity

Not all children with AD/HD are physically hyperactive. Some children with AD/HD are predominantly inattentive. These children tend to be more socially withdrawn and their academic performance is relatively poorer. Though less visible, and consequently less likely to be diagnosed than their hyperactive counterparts, they are also at great risk for academic and/or social difficulties. They, too, require early and comprehensive interventions.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) separates symptoms of inattention from those of hyperactivity-impulsivity.

Characteristics of AD/HD in Children (According to DSM-IV)

Inattention Criteria:

Often fails to give close attention to details or makes careless mistakes in school work, or other activities
Often has difficulty sustaining attention in tasks or play activities
Often does not seem to listen when spoken to directly
Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand directions)
Often has difficulty organizing tasks and activities
Often avoids, dislikes, or is reluctant to engage in tasks which require sustained mental effort (such as schoolwork or homework)
Often loses things necessary for tasks or activities (eg. toys, school assignments, pencils, books)
Is often easily distracted by extraneous stimuli
Is often forgetful in daily activities

Hyperactivity Criteria:

Often fidgets with hands or feet or squirms in seat
Often leaves seat in classroom or in other situations in which remaining seated is expected
Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents may be limited to feelings of restlessness)
Often has difficulty playing or engaging in leisure activities quietly
Is often “on the go” or acts as if “driven by a motor”
Often talks excessively

Impulsivity Criteria:

Often blurts out answers before questions have been completed
Often has difficulty awaiting turn
Often interrupts or intrudes on others (eg. butts into conversations or games)

Based on the number and intensity of observed behaviors, attention deficit /hyperactivity disorder can be classified as mild, moderate, or severe.

While learning disabilities (LD) and attention deficit/hyperactivity disorder (AD/HD) are both neurobiological in origin, they are not the same. Each must be diagnosed and treated separately.

AD/HD usually is a life-long disorder requiring life-long assistance. Families, and the children themselves need on-going information, support and understanding.

ADD/ADHD in Children

ADD/ADHD in Adults

ADHD Information

AD/HD in Children

Characteristics of AD/HD in Children (According to DSM-IV)

Inattention Criteria:

Hyperactivity Criteria:

Impulsivity Criteria: