While it is generally diagnosed in children, ADHD often continues into adolescence and adulthood. In fact, more than 9 million adults live with ADHD in America. It often affects social behavior and work habits.
The History of ADD/ADHD
Medical awareness of what we now call ADHD began in 1902 under the rather imposing description “Morbid Defect of Moral Control,” which resulted in a child’s restless and inattentive behavior. The Royal College of Physicians posited that the condition might be a result of either brain damage or heredity. However, later cases were noted in which no link to brain damage showed itself. Thereafter, the condition was given a new alias: minimal cerebral/brain dysfunction/damage. By the late 60s, psychiatric researchers codified the condition in the second volume of the Diagnosic and Statistical Manual of Mental Disorders (DSM) as “hyperkinetic reaction of childhood.” The term Attention-Deficit Disorder was first described in DSM-III in 1980. Subsequent revisions to the DSM now favor the term ADHD, emphasizing hyperactivity as a primary symptom. See Dr. Mark L. Wolraich’s paper on the history of ADHD for a more complete historical timeline. Regardless of the diagnostic terminology, three core symptoms are consistent: inattentiveness, hyperactivity, and impulsive behavior.Categorizing Types of ADHD
Presently, ADHD is described as a condition in which people are placed into one of three subcategories, depending on the range and severity of their symptoms.ADHD, Predominantly inattentive (formerly called ADD)
Before research showed there to be several groupings of ADHD, many people were diagnosed with ADD. Using the current terminology, children with ADD would be classified as having ADHD, predominantly inattentive type. These children show strong signs of inattentiveness, such as making careless mistakes in schoolwork and appearing not to listen to instructions. They often fail to complete assigned tasks, frequently lose things, have trouble with organization, and are highly distractable, meaning some part of their attentive process is disrupted. They may have difficulty following directions for a certain task, or seem to get lost along the way. Though the major symptom is inattentiveness, some degree of hyperactivity may be present. Children in this category tend to have less trouble getting along with peers than those who fall into other categories. Since these children do not often act out, they may be overlooked and therefore sometimes go undiagnosed.ADHD, Predominantly hyperactive-impulsive
While inattention may be present to some degree, children in this category tend to be overactive, as evidenced by an inability to sit still when it is expected of them. Instead, common symptoms include fidgeting constantly, getting out of their seat at inappropriate times, and excessive talking. Children have trouble waiting their turn and often blurt out answers in class. Lack of certain social skills like the ability to share and control anger may lead to problems getting along with classmate. As adults, they will often feel restless.ADHD, Combined hyperactive-impulsive and inattentive
Most commonly, children are diagnosed with combined hyperactive-impulsive and inattentive type of ADHD. In these cases, symptoms of both hyperactive-impulsive behavior and inattentiveness are more or less equally present.Diagnoses and Treatment
Since most children act inattentive, hyper, and impulsive now and again, it can take further investigation to diagnose ADHD. Furthermore, as there is no single test to determine if a child is affected by ADHD, the diagnostic process can take several steps. Many unrelated problems like depression, anxiety, and some kinds of learning disabilities can produce similar symptoms. A medical exam with hearing and vision tests will help rule out other possibilities. In order to be diagnosed, some of the symptoms must have been present in the child before age seven. The symptoms must present a clinically serious handicap that affects the child in two or more settings, such as school or work and at home. Although there is no cure, some treatment options are available to help people with ADHD be productive. Most commonly, ADHD is treated using a combination of medication and behavioral therapy. Every person reacts differently to the various forms of treatment, and as such, treatment is often a trial-and-error process. The type of medication most often prescribed is a stimulant, examples of which include Adderall and Ritalin. Medicines can come in the form of a pill, capsule, liquid, or patch. All of these forms contain the same types of medication, but they vary in the way that the medicine is released into the body. While it may seem counter-intuitive to prescribe a stimulant to an overly-active child, these medicines actually improve focus and reduce impulsivity. Some relatively common side effects of stimulants include lack of appetite and difficulty sleeping. The other common treatment option (often practiced in combination with medication) is behavioral therapy, which aims to change the way a child behaves through practical assistance such as organizational tools and help completing homework. In therapy, children learn social skills like sharing, asking for help and thinking before acting, and controlling anger. Parents are taught how to use positive reinforcement to increase desired behavior and to ignore or redirect inappropriate behavior.Current Research
Current research on ADHD is inconclusive due to what the Center for Disease Control describes as a lack of “single, consistent, and standard research protocol for case identification.” However, research is ongoing. The CDC has identified three key areas that need to be researched: the problem presented by ADHD to the population, ADHD’s epidemiological patterns, and potential interventions to treat ADHD. The Project to Learn About ADHD in Youth (PLAY) is a research project administered by the CDC and Universities of South Carolina and Oklahoma. It’s goal is to learn more about short-term and long-range outcomes of children diagnosed with ADHD, other effects of the condition, potential health risk behaviors, and the past and present treatment patterns in children with ADHD.Additional Resources
Raising a child with ADHD can be frustrating at times, but there are many resources to help families cope. Check out ADD/ADHD parenting tips to help you stay positive, understand sibling relationships in a family where ADHD is present, and set clear expectations for your child.CHADD is an outreach organization for children and adults with ADHD. It offers links for families and educators, including a store chock-full of resources like books and DVDs.
Attention Magazine is another CHADD project showcasing successful adults with ADHD and helping to keep you updated on research developments. You can also subscribe to CHADD’s YouTube channel and follow the organization on Twitter and Facebook.
A list of the medication guides for the drugs approved by the Food and Drug Administration to treat ADHD is now available online.Statistics and information on ADHD is available from the Center for Disease Control and the National Institute of Mental Health.
Because teachers interact daily with their students, they are often among the first to notice symptoms of ADHD. The National Research Center on ADHD lists several resources for responding to ADHD in the classroom.
Adults with ADD can access support groups and research topics by visiting the Attention Deficit Disorder Association. On a lighter note, a 2009 documentary entitled “A.D.D. and Loving It?!” sheds both light and humor on the subject of adults living with ADHD.