ADHD in children: What to look out for
Attention deficit/hyperactivity disorder is also known as ADHD.
This disorder is characterized by problems with attention, activity, and impulse control. These problems may occur before the age of seven and can affect many aspects of a child's life.
It is sometimes called "hyperkinetic disorder." It is sometimes called "attention deficit disorder" (ADD) if the primary problem is a lack of attention and not excessive activity.
ADHD symptoms in children
Attention, overactivity, and impulses can manifest in different ways.
Inattentiveness:
Listening difficulties
It is not necessary to follow directions.
Careless mistakes
High Distraction
Daydreaming
Forgetting or losing things
Completing tasks
You will soon get bored.
Overactivity:
Squirming/fidgety
Unable to sit, restless, and leaving the seat without consent
Talking too much is not good for you.
Forcefully and quickly move forward.
Impulsivity:
It can be hard to wait for something.
Control/interrupt conversation
Easy to turn with ease
Having difficulty resisting temptation
Answering questions that are incomplete
Take risks and have no fear.
ADHD symptoms in older children
For older children, the symptoms are similar. Impulsive behavior and risk-taking will become more problematic. The symptoms will become more apparent and cause concern in the way they affect social interactions, relationships, and their relationships with peers, teachers, or family members. ADHD can cause young people to have difficulty planning their time, and they may also suffer from more severe behavioral issues.
What is the prevalence rate of ADHD among children?
ADHD is a neuropsychiatric condition that affects both children and adolescents.
ADHD affects around 1.5% of UK children aged 515. The rates vary greatly depending on how the study was conducted. The prevalence can vary from 48% for the general population up to 2020% for children and young people with intellectual disabilities. Boys are more susceptible.
ADHD symptoms are not well known.
Over half of ADHD-affected children also have other severe disorders such as conduct disorder or oppositional defiant disorder. These children also have dyslexia, developmental issues that affect motor coordination and language, or learning disabilities. Children with ADHD can also have social communication issues, repetitive behavior, tics, anxiety-related issues, or depression. These symptoms are often ignored because disruptive behaviors are the most obvious and difficult to ignore.
Does it matter if the same behavior is observed in school and at home?
In the majority of cases, yes. Some children may be more affected by ADHD or behavioral issues in certain environments, while others might have a harder time in other settings. The child may have more difficulty in school if, for example, he is not able to complete his tasks and is easily distracted. He might talk during class, not listen to instructions, or leave his seat. He could also avoid charges or get into an argument with another child. Some children experience behavioral problems at home due to the structured environment of school.
When problems at home become more evident, it can be hard for parents to feel understood and, in particular, not blamed.
It is possible that the child's problems may change from one day to another. There will be days when the child is happy and others when he or she is not. Schools may have difficulty recognizing ADHD in children who seem to be able to manage their behavior.
Risk factors for developing ADHD
ADHD is not a result of "bad parenting." ADHD is not the result of "bad parenting."
ADHD is a vulnerability that can be inherited. It is a genetic vulnerability that tends to run in families.
People with ADHD can have subtle differences in brain structure and function, such as differences in the size of certain regions, maturation length, or chemical imbalance.
Also, brain damage can be caused by physiological causes such as alcohol, smoking, or drug consumption during pregnancy.
What are the long-term effects of ADHD?
ADHD symptoms can lead to low academic performance and disruptive behavior, which may cause exclusion from school or disrupted placements. It can have long-term consequences. Poor impulse control can also negatively impact relationships with family and peers, resulting in low self-esteem and a lack of interest in playing with siblings or other children. This can also cause increased stress and social isolation at home.
Some young people with ADHD may be more susceptible to being influenced by others into misusing substances or engaging in risky behavior.
The criminal justice system is more likely to have contact with youths with ADHD when they are also suffering from conduct disorders. ADHD remains a debilitating disorder for more than half of all young adults.
What can parents and caregivers do to help a child with ADHD?
Working with children and caregivers can help address ADHD symptoms.
Simple instructions
Create an environment that is low on stimulation for homework completion.
Set realistic goals for homework, such as 10 minutes per day.
Reinforce your achievements.
Manage disruptive behaviors.
Parenting programs that reinforce desired behaviors can be helpful. It is helpful to work with children on impulse control, emotional regulation, self-esteem, and impulse control.
What can teachers do to assist children with ADHD?
Teachers can help kids understand that ADHD isn't their fault but rather a disability that needs to be managed. Even though they might be able to do a great deal to help themselves.
The teacher must be able to adjust teaching and learning according to the pace of the student, the proximity of the teacher, the movement breaks, and the classroom assistants. They should also consider structuring the play, the lunch break, and the play itself.
You can control classroom behavior by using clear goals and timely feedback. Encourage children to form healthy peer relationships, and offer them wise counseling and psychoeducation.
Teachers are vital in monitoring and supporting any ADHDmedication treatments. Teachers are also essential for facilitating the health plan in education and assisting with the transition.
Teachers should be on the lookout for signs of emotional distress or anxiety. These conditions can worsen ADHD symptoms.
Referring an ADHD child
Children who are anxious, young, or have special needs may display signs of poor concentration, excessive activity, or a lack of impulse control.
When symptoms are more severe than what is expected for an infant of this age and stage, a specialist should be consulted for further evaluation. The symptoms should interfere with learning and schoolwork. Even if tantrums and other disruptive behaviors seem to be the easiest to diagnose, it is important to consult with a specialist.
Referrals for ADHD among children
Referrals to local mental healthcare services, such as CAMHS, community pediatricians, or other local support services, can be made by the GP, school SENCO, or teacher.
After a child is accepted into a mental health service, they will be evaluated to determine the level of difficulty and recommended treatment.
What are the treatment options for ADHD?
The group parent/caregiver programs are designed to educate caregivers on ADHD and other related disorders. They also support them in responding to the misbehavior of their children and encouraging prosocial behavior using social learning theory.
When the child's behavior is extreme or complex, parent or caregiver training tailored to their needs is recommended. The social learning theory is also used to help caregivers deal with misbehavior. It can be customized to fit unique family circumstances and include live coaching.
Programs for older kids: These programs will help with their social skills, problem-solving abilities, stress management, and emotional regulation. Psychoeducation is provided to children in order to better understand the condition and its symptoms. Cognitive-behavioral techniques are used to accomplish this work.
