Attention deficit hyperactivity disorder, commonly known as ADHD in English or ADHD in Spanish, is a term that is currently used very loosely. Parents are often quick to determine “I think my child has ADHD” by observing behaviors such as restlessness, lack of concentration, and impulsiveness.
But what is ADHD? How is it different from normal children’s behavior? And how is it diagnosed and treated?
ADHD is a lifelong condition that affects both the child and his or her environment. While children may be restless, energetic, distracted, forgetful, and disobedient as part of the normal process of growing up, these behaviors are normal when they are temporary, occasional, and situational. ADHD occurs when these behaviors become constant, intense, and persistent, and interfere with the child’s development across multiple environments.
People generally don’t realize that ADHD is a neurodiversity condition. In other words, it is genetic in origin and the brains of children who have it are wired differently.
This manifests itself when these children cannot control themselves, although they are mostly aware of their behavior. Simply put: they cannot “turn off” the connection in their brain that drives them. They know what they are doing, but they can’t help it.
ADHD is easy to misdiagnose and has varying degrees of activity and severity. In milder cases, attention deficit can occur without hyperactivity, and is sometimes related to learning difficulties and other conditions such as dyslexia.
When they go to school, children with ADHD may become anxious and depressed, have an unusually short attention span (they are chronically distracted), and blame themselves for it. They think they are “stupid” or “problem children,” although studies have shown that this condition does not affect their intelligence.
Other common behaviors at school include invading other children’s personal space, constantly disrupting class and conversations, and the inability or difficulty remaining seated, taking turns, forming and maintaining social relationships, and adhering to cultural norms. This irritates other children and can make it difficult for the child with ADHD to make friends.
Diagnosis can be complicated and there are multiple tests and factors to consider, including any history of abuse or trauma the child has experienced, as well as a history of ADHD in the parents. In very severe and classic cases, a mother may feel that a baby with ADHD in the womb won’t stop moving.
Parents should avoid rushing to obtain a diagnosis, as this often leads to misdiagnosis and premature labeling of typical childhood behaviors as (especially) hyperactivity. For example, there is a difference between a typical child who has difficulty sitting still and a child who cannot sit still or sit at all.
It is essential that parents take the time to carefully observe the child and obtain observations from teachers. A child with ADHD will probably behave very differently at school because, unlike at home, there are rules that must be followed; therefore, classroom and teacher response are key indicators of what is occurring.
When a child is diagnosed with ADHD, they should receive a trial of medication. The medication acts as a “stabilizer” in low doses, is not addictive, wears off quickly, and can help improve a child’s ability to control impulses and behaviors associated with ADHD. With medication, a child’s ability to concentrate and focus can improve significantly.
Medication also sometimes works as a “differential diagnostic tool,” because if the child does not have ADHD, the medication will have no effect. If there are no changes in behavior, it is time to question the diagnosis, given that in children with ADHD it usually produces noticeable changes.
In these cases, the medication can be easily stopped. Behavior specialists, parents, caregivers, and teachers should continue to monitor behaviors to determine whether they are transient or due to other conditions or overlapping factors.
Other conditions to consider are anxiety, trauma, grief or depression, since they frequently manifest in children as disruptive behaviors. His sadness turns into anger.
In children with trauma or depression, persistent negative behavior may be an attempt to avoid feelings of sadness. It is important to understand that underneath anger there is always pain. A topic for another column.
