Diagnostic Criteria for Children with Attention Deficit Hyper-activity Disorder

One of biggest problems with ADHD behavior is the inability to pay attention to detail and/or

episodic fits of mania which are more extreme and frequent for them then their peers (Diagnostic and

Statistical manual of Mental Disorders (DSM-IV, 1994). Usually, this is diagnosed in the early stages

of development before age seven. Unfortunately, many are often diagnosed years after the problem

occurs. However, a few symptoms should be present in at least two settings, even if they are fitting and

the individual is given adequate care (DSM-IV, 1994; Ross & Ross, 1976, p. 196-198; Selikowitz,

1995).

Evidence of ADHD behavior becomes easier to mark under more social conditions (DSM-IV,

1994).

Careless mistakes, incomplete or irrelevant work, and forgetting the topic of discussion are

signs of ADHD. Often, frequent shifts of interest from one activity to another are the results of

someone with ADHD. More importantly than frequent shifts in activity is the in-completion of activities

failing in attempts at completing a given task should be marked only if it is due to having a short

attention span (Wallace, 1996).

Adolescents with ADHD usually disincline to partake in mentally challenging games because

such games take a substantial amount of effort. For them, any activity that requires close concentration

is viewed as loathsome. This seems to be caused by a short-attention span and not necessarily a bad

attitude. When given a task, it can seem as if there is no method to the way in which they approach

their work.

Their assignment papers are often scattered around, written sloppily, lost or carelessly

handled, and almost always damaged. Under a more sociable setting, they may inappropriately,

randomly and frequently, change the topic of conversation or fail to stay up on the conversation. If

playing a game, they may fail to adhere to the rules. ADHD allows kids to be easily distracted by

inappropriate noise and slight sounds while performing important tasks, while the average person is

fairly organized and can focus when necessary (Silver, 1993, chap. 3).

Hyperactivity is easily marked in children with ADHD. Failing to adhere when expected,

chronic pacing, fidgeting with one’s hands, “having difficulty playing or engaging in leisure activities, by

appearing to be on the go or as driven by a motor”, and gnawing on pencils are all signs of hyperactivity

(Selikowitz, 1995). This tends to vary by age or by developmental level and should be diagnosed

carefully for younger kids. Toddlers with ADHD differ from the average active child by taking

everything to the extreme: zooming back and forth through the house, kicking over objects, and having

trouble playing quietly. This behavior can be found in older children with ADHD but usually with less

volume. It’s had for them to stay seated for long so they get up a lot and squirm around on the edge of

their seats.

As these children grow older, hyperactivity tends to take on the form of restlessness but

they still have trouble keeping quiet during secondary activities, watching a movie, card games, etc.

(Silver, 1993, p.16).

Imperious behavior may show itself as a form of impatience. Here, ADHD kids may anticipate

and inappropriately blurt out in response to a question, or in an effort to grab someone’s attention,

repeat a name until they trigger a response. Unfortunately, this manic type behavior often causes

difficulties at home, school and during social occasions.

Some people may feel that this outrageous

attitude is nothing more than an attempt to gain a care giver’s affection. Others respond to this act

more offensively saying that the kid needs to be disciplined (DSM-IV, 1994; Silver, 1993).

ADHD can manifest itself in a variety of ways. However, problems must be present in two or

more settings. The odds are very slim that ADHD behavior will exhibit signs of abnormality in every

case. Situations that require some form of self-control will increase the likelihood of behavior

misconduct and increase the likelihood of making a proper diagnosis. If these children are ruled

authoritatively, their disorders can be missed. Other times, good behavior can be attributed to a novel

setting, environment, some interesting group activities, or when enjoying rewards. Thus, clinicians need

to be more concerned with the individual in social settings as well as the home (Travis, 1995; Wallace,

1996).

Learning that a child has attention deficit hyper-activity disorder (ADHD) can impact on a

child’s psychology the same deleterious effects as learning that an adult has obtained a terminal illness.

For an adult, learning that one has the adult onset of adhd can relieve a great deal of stress in that

learning the matter was not complicated with a more serious, hampering deficit. The ADHD child is quite

often a victim of despair and social mis-justification, distraught over feelings and isolation and

abandonment usually brought on because of the deficit. But having ADHD does not mean that one has to

a victim. That individual can lead a productive life with ADHD; its not that bad a deficit. Attention deficit hyper-activity disorder will not cripple your self-identity.