![]() ![]() Today, ADHD is one of the more common childhood mental health conditions. When the American Psychiatric Association released a revised edition in 1987, they combined these two subtypes into one condition: ADHD. The term ADD first appeared in the third edition of the “Diagnostic and Statistical Manual of Mental Disorders (DSM-3),” a reference manual that helps mental health professionals diagnose mental health conditions.Įxperts separated the condition into two subtypes: ![]() It is true that all parents make such comments now and then, but parents of children with ADHD continue to see the same behaviors on a daily basis, and for extended periods-long after other children have progressed.What are the differences between ADD and ADHD?Īttention deficit disorder (ADD) is an outdated term for what experts now call attention deficit hyperactivity disorder (ADHD). When reviewing the list that follows of typical remarks made about children with ADHD, ask yourself how many times per day or week you say or think the same things yourself. But more recently, the umbrella term “ADHD” is typically used when describing all types of ADHD. ![]() These children are not overly active, and their symptoms may even go unnoticed by many adults because their behavior is not disruptive. The term “ADD” (attention deficit disorder) was once commonly used, and referred primarily to the form of ADHD with “inattentive only” symptoms. We rarely think of our children as having “hyperactive-impulsive problems.” Instead, we think, “Why can’t he ever settle down?” To confuse matters, the terms that doctors use for these behaviors have changed in recent years. It is sometimes hard to match the behavior we observe in our children with the formal terms used by pediatricians and other medical professionals. ![]() What Parents Notice When ADHD Behaviors Emerge She can also clarify whether the child’s behavior is preventing him from functioning adequately in more than one setting-another requirement for diagnosis. By comparing the child’s behavior across 2 or more settings, the pediatrician can begin to differentiate among such varied reasons for attentional problems as a “difficult” but normal temperament, ineffective parenting practices, inappropriate academic setting, and other challenges. This is why, for a child to be diagnosed with the disorder, the AAP advises pediatricians to gather information about the child’s behavior in at least one other major setting besides his home-including a review of any reports provided by teachers and school professionals. Yet it is difficult for a parent to tell whether such behaviors are just part of the normal process of growing up (“Plenty of six-year-olds get bored with workbooks!”), whether they are more frequently problematic because of parenting difficulties (“Maybe I’ve been too inconsistent with setting limits.”), or whether this child’s temperament puts him far to one end of the spectrum (“He’s always been a handful.”), but not so far as to represent a disorder such as ADHD. Your child may ask adults questions so often that you have begun to suspect it is not “normal.” Or, you may have noticed that he does not seem to be picking up the nuances of social interaction (respecting others’ personal space, letting other people have a turn to talk) that his playmates are beginning to adopt. Or you may still feel as worn out at the end of a day with your overly active 8-year-old as you did when he was 2. You may have noticed that your child finds it nearly impossible to focus on a workbook for even a very short period, even when you are there to assist him. Usually by the time a child with ADHD reaches age 7 years, his parents have already become aware that their child’s inattentiveness, level of activity, or impulsiveness is greater than is typical. These types of demands are not as prevalent at home or in playgroups, so in those settings, the child may have had fewer problems. School settings can highlight a child’s problems relating to inattention, impulsivity, and hyperactivity because classroom activities demand an increased amount of focus, patience, and self-control. As other children gradually begin to grow out of such behaviors, children with ADHD do not, and this difference becomes increasingly clear as the years pass. One reason for this delay is the fact that nearly all preschool-aged children frequently exhibit the core behaviors or symptoms of ADHD-inattention, impulsivity, and hyperactivity-as part of their normal development. Most experts agree that the tendency to develop ADHD is present from birth, yet ADHD behaviors are often not noticed until children enter elementary school. ![]()
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