ADHD is neither a “new” mental health problem neither is it a disorder created for the purpose of personal achieve or monetary profit by pharmaceutical companies, the mental health subject, or by the media. It is a very real behavioral and medical disorder that affects thousands and thousands of people nationwide. In response to the National Institute of Mental Health (NIMH), ADHD is without doubt one of the most common mental disorders in children and adolescents. In keeping with NIMH, the estimated number of children with ADHD is between 3% – 5% of the population. NIMH also estimates that 4.1 % of adults have ADHD.
Although it has taken quite a while for our society to accept ADHD as a bonafide mental health and/or medical dysfunction, in preciseity it is a problem that has been noted in modern literature for a minimum of 200 years. As early as 1798, ADHD was first described within the medical literature by Dr. Alexander Crichton, who referred to it as “Mental Relaxationlessness.” A fairy story of an obvious ADHD youth, “The Story of Fidgety Philip,” was written in 1845 by Dr. Heinrich Hoffman. In 1922, ADHD was recognized as Post Encephalitic Habits Disorder. In 1937 it was discovered that stimulants helped control hyperactivity in children. In 1957 methylphenidate (Ritalin), grew to become commercially available to treat hyperactive children.
The formal and accepted mental health/behavioral analysis of ADHD is comparatively recent. In the early 1960s, ADHD was referred to as “Minimal Brain Dysfunction.” In 1968, the dysfunction turned known as “Hyperkinetic Reaction of Childhood.” At this point, emphasis was placed more on the hyperactivity than inattention symptoms. In 1980, the diagnosis was changed to “ADD–Attention Deficit Disorder, with or without Hyperactivity,” which placed equal emphasis on hyperactivity and inattention. By 1987, the dysfunction was renamed Consideration Deficit Hyperactivity Disorder (ADHD) and was subdivided into 4 categories (see beneath). Since then, ADHD has been considered a medical disorder that results in behavioral problems.
At the moment, ADHD is defined by the DSM IV-TR (the accepted diagnostic handbook) as one disorder which is subdivided into four classes:
1. Attention-Deficit/Hyperactivity Dysfunction, Predominantly Inattentive Type (previously known as ADD) is marked by impaired consideration and concentration.
2. Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive, Impulsive Type (formerly known as ADHD) is marked by hyperactivity without inattentiveness.
3. Attention-Deficit/Hyperactivity Disorder, Combined Type (the most typical type) includes all of the symptoms: inattention, hyperactivity, and impulsivity.
4. Attention-Deficit/Hyperactivity Dysfunction Not In any other case Specified. This category is for the ADHD problems that embrace prominent signs of inattention or hyperactivity-impulsivity, but don’t meet the DSM IV-TR criteria for a diagnosis.
To additional understand ADHD and its four subcategories, it helps to illustrate hyperactivity, impulsivity, and/or inattention through examples.
Typical hyperactive symptoms in youth include:
Usually “on the go” or appearing as if “pushed by a motor”
Feeling relaxationless
Moving fingers and toes nervously or squirming
Getting up often to walk or run round
Running or climbing excessively when it’s inappropriate
Having problem taking part in quietly or engaging in quiet leisure activities
Talking excessively or too fast
Usually leaving seat when staying seated is predicted
Often cannot be concerned in social activities quietly
Typical signs of impulsivity in youth include:
Performing rashly or suddenly without thinking first
Blurting out answers before questions are fully asked
Having a difficult time awaiting a turn
Often interrupting others’ conversations or activities
Poor judgment or decisions in social situations, which result in the child not being accepted by his/her own peer group.
Typical signs of inattention in youth embrace:
Not paying attention to details or makes careless mistakes
Having hassle staying targeted and being easily distracted
Showing not to listen when spoken to
Typically forgetful in each day activities
Having bother staying organized, planning ahead, and finishing projects
Shedding or misplacing homework, books, toys, or other items
Not seeming to listen when directly spoken to
Not following directions and failing to finish activities, schoolwork, chores or duties in the workplace
Avoiding or disliking tasks that require ongoing mental effort or concentration
Of the four ADHD subcategories, Hyperactive-Impulsive Type is essentially the most distinguishable, recognizable, and the best to diagnose. The hyperactive and impulsive signs are behaviorally manifested within the numerous environments in which a child interacts: i.e., at dwelling, with buddies, at school, and/or during extracurricular or athletic activities. Because of the hyperactive and impulsive traits of this subcategory, these children naturally arouse the attention (often negative) of those around them. Compared to children without ADHD, they are more troublesome to instruct, teach, coach, and with whom to communicate. Additionally, they’re prone to be disruptive, seemingly oppositional, reckless, accident prone, and are socially underdeveloped.
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