Attention Deficit Hyperactivity Disorder or more commonly known as ADHD – is found not only in adolescents or children, but frequently continues into adulthood, where it can alter its form – often with decreased hyperactivity, but similar problems with disorganization, inattention, and increased risks.
Experts approximate that as many as 50 percents of children with ADHD continue to possess some kind of the diagnosis into adulthood.
There are two tiers of ADHD symptoms – hyperactive-impulsive and inattentive. These symptoms are revealed in varying degrees within the three elementary subtypes of the disorder: ADHD Predominantly Hyperactive-Impulsive kind (which is classically found only in under-aged children), ADHD Predominantly Inattentive Kind, and Combined ADHD Type. This latter, “combined” type tends to be exceedingly prevalent, including in adults. These are the grownups who frequently feel restless, even if they don’t seemingly fidget. They can be imprudent, acting without thinking. And obviously, they classically have marked inattention and other cognitive symptoms – trouble with remembering things, focusing, completing and organizing tasks, and long-range task scheduling.
Studies have revealed that frontal brain circuits – those involved in self-control and focus – are disturbed in ADHD. Studies have also designated that proper levels of dopamine and norepinephrine – chemicals modifying brain stimulation – are deficient in individuals with ADHD. However, children with ADHD should not be dispirited. We also identify from studies of the brain that it has an extraordinary capacity to make new connections, expand its circuitries, and essentially change its own chemistry, by altering behavior and thought patterns.
The primary approach to the management of ADHD needs to be a formal evaluation. Evaluation needs to include a thorough interview with the individual in question and with those who know them finest (for instance, family members, etc.).
The evaluation also needs to include forms filled out by all key persons included – self-report forms, and, when accessible, observer forms (typically presented to the family members).
It is very crucial to specify which ADHD symptoms are most distressing, for a specific individual. Is there more trouble with a simple focus, multi-tasking or shifting focus, organizing or planning tasks, finishing tasks, or agitation interrupting attention? Once these questions have been answered, we can develop the correct supports and recommendations and for each neuropsychological testing child.
In view of most experts, it is also helpful to do added neuropsychological testing child for ADHD, wherein we quantify a child’s actual memory ability, attention, etc. Memory and attention patterns are very crucial. Some individuals focus and learn best to their ability when they are able to perform hands-on activities, where their eyes, ears, and hands are working all together. Some individuals learn and focus best with small chunks of information, often repeated. Some are best able to concentrate on the initial thing they are told, some on the last thing. Some children can learn typical overall amounts of new data but need to be more consistent when they learn. Optimally, a child is always supplementing their knowledge base, holding onto each piece of new data and keep building on it.