ADHD (Attention-Deficit/Hyperactivity Disorder)

1902

• ADHD was first mentioned.

• British pediatrician Sir George Frederic Still described it as "an abnormal defect of moral control in children."

1960

• APA recognized it as a mental disorder.

1968

• Hyperkinetic reaction of childhood was added in the second edition of DSM.

1980

• Changed the name of disorder from hyperkinetic reaction of childhood to attention deficit disorder (ADD).

• Now has two subtypes: ADD with hyperactivity and without hyperactivity.

1987

• APA released a revised version and changed the name of ADD to attention deficit hyperactivity disorder (ADHD).

2000

• DSM fourth edition established three subtypes of ADHD: Inattentive, Hyperactive-Impulsive, and Combined.

ADHD (Attention-Deficit/Hyperactivity Disorder)

• neurodevelopmental disorder that affects our attention span.

• most common mental disorder affecting children and some adults (8.4% for children and 2.5% for adults).

boys

___ are more than twice as likely to be diagnosed with ADHD than girls (12.9% for boys, 5.6% for girls).

8.4%

children

2.5%

adults

12.9%

boys

5.6%

girls

3 types of ADHD

• Hyperactive/Impulsive

• Inattentive

• Combined

ADD (Attention Deficit Disorder)

It refers to an individual who has trouble focusing and experiences difficulty in attending to and following instructions, but is not hyperactive.

ADHD (Attention Deficit Hyperactivity Disorder)

• It is characterized by an ongoing pattern of severe inattention, being overly active and difficulty controlling impulsive behavior.

• These patterns may leave children with ADHD struggling at home, at school or with friends.

Impulsive/Hyperactive

• Fidgets with or taps hands or feet, or squirms in seat.

• Not able to stay seated (in classroom, workplace).

• Runs about or climbs where it is inappropriate.

• Unable to play or do leisure activities quietly.

• Always “on the go,” as if driven by a motor.

• Interrupts or intrudes on others (for instance, cuts into conversations, games or activities, or starts using other people’s things without permission).

• Blurts out an answer before a question has been finished (for instance may finish people’s sentences, can’t wait to speak in conversations).

• Has difficulty waiting for his or her turn, such as while waiting in line.

• Talks too much.

Inattentive

• Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during 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.

• Often has difficulty organizing tasks and activities.

• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort.

• Often loses things necessary for tasks or activities.

• Is often easily distracted by extraneous stimuli.

• Is often forgetful in daily activities.

In the Classroom

• Struggle to focus on lessons.

• Daydreams often.

• Makes careless mistakes.

At Home

• Interrupts conversations.

• Trouble waiting turns.

• Difficulty with quiet task.

At Work

• Easily distracted.

• Disorganized.

• Misses deadlines.

MEDICATION/S for Inattentive

• Methylphenidate (Ritalin, Concerta), Amphetamines (Adderall, Dexedrine), and other stimulant.

• Non-stimulants: Clonidine (Kapvay), Guanfacine (Intuniv), and Atomoxetine (Strattera).

TREATMENT/S for Inattentive

• Cognitive Behavioral Therapy (CBT): Assists in recognizing and altering unfavorable ideas that obstruct concentration.

• Training in Organizational Skills: Establishes time management, planning, & prioritization techniques.

• Metacognitive Therapy: Enhances one's awareness of one's own attention and aids in the development of focus-maintenance techniques.

MEDICATION/S for Implusive/Hyperactive

• Methylphenidate “Ritalin, Concerta”, Amphetamines “Adderall, Dexedrine”.

TREATMENT/S for Implusive/Hyperactive

• Behavioral Therapy: Helps patients learn impulse control, self-discipline, and acceptable social behavior.

• Parent Management Training: Gives parents the tools they need to control their hyperactive children at home.

• Social Abilities Training: Lessens impulsivity in social settings and enhances interpersonal abilities.

Cognitive Behavioral Therapy (CBT)

Assists in recognizing and altering unfavorable ideas that obstruct concentration.

Training in Organizational Skills

Establishes time management, planning, & prioritization techniques.

Metacognitive Therapy

Enhances one's awareness of one's own attention and aids in the development of focus-maintenance techniques.

Behavioral Therapy

Helps patients learn impulse control, self-discipline, and acceptable social behavior.

• Parent Management Training: Gives parents the tools they need to control their hyperactive children at home.

• Social Abilities Training: Lessens impulsivity in social settings and enhances interpersonal abilities.

Parent Management Training

Gives parents the tools they need to control their hyperactive children at home.

Social Abilities Training

Lessens impulsivity in social settings and enhances interpersonal abilities.