ADHD in Children and It’s Awareness

Jan 12, 2015
Tagged with: ADHD in Children and It's Awareness

ADHD is a disorder of the brain in which a person is unable to control behavior due to difficulty in processing neural stimuli and accompanied by an extremely high level of motor activity. Through various Magnetic Imaging Resonance medics have suggested that the brains of children with ADHD are not the same with those of children without ADHD. It affects children and adolescents and may persist into adulthood for some. The children generally have problems in paying attention or concentrating, are impulsive, seem to act without thinking, can’t seem to follow instructions and are easily bored with tasks. Whilst the behavior mentioned is observed in children, it is the frequency and severity of the same that points to ADHD. Adults may manifest this in their inability to manage time, lack organization skills, problems in goal setting and may have problems in employment, relationships, self-esteem and addictions.

Symptomatically of ADHD is generally grouped into three categories: Inattentiveness (inability to focus, Hyperactivity (being extremely active) and Impulsivity (inability to control behavior. People may manifest all symptoms or may display one category of the symptoms.

Inattentive Symptoms

  • cannot to pay close attention to detail and makes avoidable mistakes in schoolwork
  • Does not appear to be listening when spoken to
  • Has problems in organization of tasks and activities
  • Difficulty in sustaining attention during tasks or play
  • Difficulty in following through on instructions and failure to finish schoolwork or chores
  • Often loses personal items like toys or items like pencils they require to undertake school activities
  • Abhors tasks that require sitting still or concentration such as schoolwork.
  • Is easily distracted
  • Has a tendency to daydream
  • Hyperactivity Symptoms
  • Fidgety and squirms or bounces in seat
  • Is always moving such as running or climbing things at in appropriate times and places
  • Has problems playing and performing tasks and activities quietly
  • Is often “on the go.”
  • Talks excessively
  • Impusivity Symptoms
  • Answers questions before it is completely asked
  • Has difficulty waiting for their turn
  • Seem to like interrupting others (joins into others’ tasks, activities and games)

Diagnosis is through the input of the family doctor or pediatrician, the family and other professionals including: speech – language pathologist (SLPs), regular, special education and resource teachers, nurses and psychologists. The risk factors for ADHD will be examined, these may include
Blood relatives with ADHD or another metal health disorder
Exposure to environmental toxins such as lead, found maily in paint and pipes in older building
Maternal; drug use, alcohol use or smoking during pregnancy
Maternal exposure to environmental poisons
Premature birth
Treatment is a collaboration between the doctor, the patient and teachers for school going children. Treatment needs to be specific and goal oriented with regular follow ups to monitor goals, results, medicine side effects and to manage expectations. Medicine combined with behavioral treatment works best. Drugs called stimulants are used to calm children with ADHD. The dosage, timing and usage of medicines should be adhered to and side effects noted and communicated to doctor. Therapy may be necessary for the patient and family to help everyone cope with the stress related to ADHD. Behavioral therapy teaches healthy behavior and how to go about in management of behaviors considered disruptive. Grouping that support each other in the management and coping with ADHD are advised to help a child and family touch base with others who have similar problems. There is scanty details on how herbs, supplements and chiropractic manipulations helpful in the management of ADHD.

In addition, a parent may help a child cope in various ways including:

  • Regular talks with the child caregivers including the teacher and siblings
  • Keep consistent daily schedules for all activities
  • Plan for healthy diet with plenty of fiber and basic nutrients
  • Ensure the patient gets enough sleep
  • consistently reward good or appropriate behavior
  • Give clear, easy to understand and consistent guidelines and rules that the child can follow
  • Keep distractions within the child’s environment, like bedroom lighting that flickers


Author: Nina Hales