What is attention deficit/hyperactivity disorder?

Here's the DSM-IV-TR definition: DSM-IV (Text Revision) Definition Attention-Deficit/Hyperactivity Disorder Essential features: A. Persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and is more severe than is typically observed in individuals at comparable level of development. B.

Some hyperactive-impulsive or inattentive symptoms must have been present before seven years of age. C. Some impairment from the symptoms must be present in at least two settings.D.

There must be clear evidence of interference with developmentally appropriate social, academic or occupational functioning. E. The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted for by another mental disorder.

Three Subtypes: Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive Type: This subtype is used if six (or more) symptoms of inattention (but fewer than six symptoms of hyperactivity-impulsivity) have persisted for at least six months. Attention-Deficit/Hyperactivity Disorder Predominantly Hyperactive-Impulsive Type: This subtype should be used if six (or more) symptoms of hyperactivity-impulsivity (but fewer than six of inattention) have persisted for at least six months. Attention-Deficit/Hyperactivity Disorder Combined Type: This subtype should be used if six (or more) symptoms of inattention and six (or more) symptoms of hyperactivity-impulsivity have persisted for at least six months.

Diagnostic Criteria for the three subtypes of Attention-Deficit/Hyperactivity Disorder according to DSM-IV: A. €œPersistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and is more severe than is typically observed in individuals at comparable level of development. €?

Individual must meet criteria for either (1) or (2): (1) Six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: Inattention (a) often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities (b) often has difficulty sustaining attention in tasks or play activity (c) often does not seem to listen when spoken to directly (d) 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 instructions) (e) often has difficulty organizing tasks and activities (f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) (g) often looses things necessary for tasks or activities (e.g. , toys, school assignments, pencils, books or tools) (h) is often easily distracted by extraneous stimuli (i) is often forgetful in daily activities (2) Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level: Hyperactivity (a) often fidgets with hands or feet or squirms in seat (b) often leaves seat in classroom or in other situations in which remaining seated is expected (c) often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) (d) often has difficulty playing or engaging in leisure activities quietly (e) is often “on the go� Or often acts as if “driven by a motor� (f) often talks excessively Impulsivity (g) often blurts out answers before questions have been completed (h) often has difficulty awaiting turn (i) often interrupts or intrudes on others (e.g. , butts into conversations or games) B.

Some hyperactive-impulsive or inattentive symptoms must have been present before age 7 years.C. Some impairment from the symptoms is present in at least two settings (e.g. , at school or work and at home).D. There must be clear evidence of interference with developmentally appropriate social, academic or occupational functioning.E.

The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted for by another mental disorder (e.g. , Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

The Basics: Attention deficit hyperactivity disorder -- also referred to ADD or ADHD -- is a biological, brain based condition that is characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. It is one of the most common mental disorders that develop in children. Symptoms can continue into adolescence and adulthood.

If left untreated, ADHD can lead to poor school/work performance, poor social relationships and a general feeling of low self esteem. The most common characteristics of those with ADHD include: - Poor attention; excessive distractibility - Physical restlessness or hyperactivity - Excessive impulsivity; saying or doing things without thinking - Excessive and chronic procrastination - Difficulty getting started on tasks - Difficulty completing tasks - Frequently losing things - Poor organization, planning, and time management skills - Excessive forgetfulness - Not everyone with ADHD has all of these symptoms or the same level of impairment from their symptoms. Prevalence of ADHD: It is estimated that between 3 and 5 percent of preschool and school age children have ADHD or approximately two million children in the United States.

This means in a class of 25 to 30 students, it is likely that at least one student will have this common condition. ADHD begins in childhood, but it often lasts into adulthood. Studies estimate that 30-70 percent of children with ADHD will continue to have symptoms into adolescence and adulthood.

Causes: The exact cause of ADHD has not been determined, however the condition is thought to have a genetic and biological component. ADHD tends to occur among family members. Many research studies currently focus on identifying which genes, or combination of genes, may cause a person to be more susceptible to ADHD.

Physical differences in parts of the brain are also thought to be linked to ADHD. Risk Factors Many studies have found that the greatest risk factor for ADHD is being male. Males are three times more likely to be diagnosed with ADHD as compared to females.

Genetics and heredity are also major risk factors, as ADHD tends runs in families. Brain abnormalities or structural differences have also been found in individuals with ADHD. Additional suspected risk factors include maternal use of cigarettes or alcohol during pregnancy which may affect brain development.

Children who have been exposed to high levels of lead also may display ADHD symptoms. Diet: While there is some question as to how much of a link there is between diet and ADD/ADHD, studies have shown that removing processed and packaged foods high in sugar and sweets can decrease the symptoms of ADD/ADHD. Not only can the “crash�

Associated with sugary foods add to impulse control problems, but it may also make it more difficult to concentrate. Creating a diet based on whole fruits, vegetables, and complex carbohydrates as well as specific nutrients such as B-complex vitamins appears to increase the chances of improvement in those with ADD/ADHD. Heredity: Those with a family history of ADD/ADHD are more likely to develop the disorder themselves, although it is unclear whether this is due to genetic inheritance or environmental factors.

Developmental Difficulties: It is possible that a child does not have ADD/ADHD at all. Instead, they may simply be behind developmentally, and eventually they will catch up. Everyone develops at a different pace, and it is important to understand the difference between an actual ADD/ADHD diagnosis and normal developmental issues.

Structural Differences: Research has shown a possible difference between the brain structures of children with ADD/ADHD and those without the disorder. Although more research needs to be conducted, preliminary study has shown that some people with ADD/ADHD have forebrains that are about 10% smaller. The forebrain is the area in the brain that controls thoughts, behavior, and emotion, and this difference in size could account for the impulsivity and behavioral problems experienced by children and adolescents with ADD/ADHD.

Brain Damage: Several pre-natal factors can cause damage to the brain of the developing fetus. These include maternal drug abuse, toxemia, radiation exposure, and infectious disease. After a child is born, other conditions can precipitate brain damage that may lead to ADD/ADHD such as extreme and prolonged fever, meningitis, head injury, and lead poisoning.

It is most likely that a combination of these factors has an influence on the development of ADD/ADHD and its symptoms. ADD versus ADHD: Wondering about the differences between ADD and ADHD? ADD or attention deficit disorder is a general term frequently used to describe individuals that have attention deficit hyperactivity disorder without the hyperactive and impulsive behaviors.

The terms are often used interchangeably for both those who do and those who do not have symptoms of hyperactivity and impulsiveness. Read more about the Symptoms of ADHD and Diagnostic Criteria.

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