ADHD is defined by a consistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning and/or development. ADHD is one of the more common neurodevelopmental disorders, with estimates of ADHD set at 7.2% of children worldwide (American Psychiatric Association, 2022). ADHD begins in childhood with symptom expression occurring in more than one setting. Often symptoms will vary across contexts depending upon the specifics of the setting. Thus, for example, challenges within an educational setting may look different than those within the home setting for individuals with ADHD. When assessing for ADHD, clinicians will consider an individual’s functioning across multiple contexts.
ADHD
ADHD is defined by a consistent pattern of inattention and/or hyperactivity- impulsivity that interferes with functioning and/or development. ADHD is one of the more common neurodevelopmental disorders, with estimates of ADHD set at 7.2% of children worldwide (American Psychiatric Association, 2022). ADHD begins in childhood with symptom expression occurring in more than one setting. Often symptoms will vary across contexts depending upon the specifics of the setting. Thus, for example, challenges within an educational setting may look different than those within the home setting for individuals with ADHD. When assessing for ADHD, clinicians will consider an individual’s functioning across multiple contexts.
What does ADHD look like? Inattention symptoms in ADHD are characterized behaviourally by difficulties with sustained attention to task, disorganization, a failure to follow through on instructions or finish work or chores, and off task behaviour. Hyperactivity-impulsivity symptoms are characterized by excessive motor activity, hasty actions, a desire for immediate rewards, social intrusiveness, and making decisions without full consideration of long-term consequences. Challenges with emotional self- regulation are also often present for individuals identified with ADHD. Individuals with ADHD often have neurocognitive deficits in other areas including planning/organization, vigilance, response inhibition, working memory, and related executive function skills.
There are available interventions for individuals identified with ADHD. Determination of specific interventions considered to best support an individual depend upon the experience of the individual, their family, school, community, and other factors. Thus, an assessment for an individual that queries ADHD includes use of testing measures for cognition, academics, executive function skills, emotional and social regulation, social skills, and overall behavioural characteristics. This is achieved through interviews, record reviews, rating scales, and achievement and ability measures. Dr. Karin takes a holistic approach to completing comprehensive ADHD assessments.
Resources:
- Children and Adults with Attention-Deficit/Hyperactivity Disorder
- The Centre for ADHD Awareness, Canada (CADDAC)
- Learning Disabilities & ADHD Network
- Attitude: Inside the ADHD Mind
References:
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Barkley, R.A. (2005). ADHD: And the nature of self-control. The Guilford Press
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Hallowell, E.M. & Ratey, J.J. (2022). ADHD 2.0: New science and essential strategies for thriving with distraction from childhood to adulthood. Ballatine Books.
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Hallowell, E.M. & Ratey, J.J. (2010). Answers to distraction. Anchor Books.
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Hallowell, E.M. & Ratey, J.J. (2011). Driven to distraction (Revised): Recognizing and coping with attention deficit disorder from childhood through adulthood. Anchor Books.
