Know About ADHD

Almost all children have times when their attention or behavior veers out of control. However, for some children, these types of behaviors are more than an occasional problem. Children with

attention-deficit/hyperactivity disorder (ADHD) have behavior problems that are so frequent and severe that they interfere with their ability to function adequately on a daily basis. ADHD  is

a common behavioral disorder that affects about 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it.

Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still,

pay attention, or focus on details.

Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer

period of time and happen in different settings. They hurt a child's ability to function socially, academically, and at home.

According to epidemiological data, approximately 5% of adults have ADHD. That represents over 11,000,000 people in the US.  It occurs in both men and women and, in the majority of cases,

persists throughout the lifespan.

 

Type of ADHD
1. Inattentive
Six or more symptoms of inattention for children up to age 16, or five or more for adolescents 17 and older and adults; symptoms of inattention have been present for at least 6 months, and

they are inappropriate for developmental level:•Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.
•Often has trouble holding attention on tasks or play activities.
•Often does not seem to listen when spoken to directly.
•Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).
•Often has trouble organizing tasks and activities.
•Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).
•Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
•Is often easily distracted
•Is often forgetful in daily activities.

2. Hyperactive
Six or more symptoms of hyperactivity-impulsivity for children up to age 16, or five or more for adolescents 17 and older and adults; symptoms of hyperactivity-impulsivity have been present

for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level:•Often fidgets with or taps hands or feet, or squirms in seat.
•Often leaves seat in situations when remaining seated is expected.
•Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).
•Often unable to play or take part in leisure activities quietly.
•Is often "on the go" acting as if "driven by a motor".
•Often talks excessively.
•Often blurts out an answer before a question has been completed.
•Often has trouble waiting his/her turn.
•Often interrupts or intrudes on others (e.g., butts into conversations or games)

3. Combined type
A combination of the other two type, is the most common.

 

Causes OF ADHD:
ADHD IS caused by chemical, structural, and connectivity differences in the brain, mostly as a result of genetics.

Chemical Differences:
Research shows that those with ADHD have abnormalities in how the neurotransmitters dopamine and norepinephrine work to facilitate communication between neurons and activation of various brain

functions.

Brain Activity and Structural Differences:
The ADHD brain has differences in activity levels and the way certain areas are structured.
Ongoing research demonstrates differences in brain metabolism, development, and volume in various brain structures in those with ADHD (McCarthy et al, 2013; Metin et al, 2014; Uddin et al,

2008 & 2009; Zametkin, 1990).

Brain Communication Differences
The ADHD brain connects and communicates differently than neurotypical brains.
Studies continue to validate a theory of poor connectivity between different parts of the brain and along different communication routes, primarily what is referred to as “the default mode

network” (DMN). Dysfunction in this network gets in the way of performance and effortful engagement in activities.

Genetics
Several genes have been linked to ADHD, which is highly hereditable. 
Various genes have been correlated with ADHD including dopamine receptor genes DRD4 and D2, as well as a dopamine transport gene (DAT1). Genes impacting serotonin activity may also play a role

(Henriguez et al, 2008; Soo-Churi et al, 2012; Gizer et al 2008, Franke et al, 2010).
There is a great deal of evidence that AD/HD runs in families, which is suggestive of genetic factors. Recent studies suggest that anywhere from 40-60% of children of adults with ADHD will

also have the condition (Biderman et al., 1992; Medine et al, 2003; Barkley, 2008).

 

Diagnosis:
Because there's no test that can detect ADHD, a diagnosis depends on a complete evaluation.
To be considered for a diagnosis of ADHD:
•a child must display behaviors from one of the three subtypes before age 12
•these behaviors must be more severe than in other kids the same age
•the behaviors must last for at least 6 months
•the behaviors must happen in and negatively affect at least two areas of a child's life (such as school, home, childcare settings, or friendships)
The behaviors also must not only be linked to stress at home. Kids who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to

act out or become forgetful. To avoid a misdiagnosis, it's important to consider whether these factors played a role when symptoms began.
The doctor also may check hearing and vision so other medical conditions can be ruled out.

Treating ADHD:
ADHD can't be cured, but it can be successfully managed. But to manage it physician need to work with the individual to develop an individualized, long-term plan.The goal is to help the

individual to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.
In most cases, ADHD is best treated with a combination of medicine and behavior therapy. Any good treatment plan will include close follow-up and monitoring.
Medications
Several different types of medicines can be used to treat ADHD:
-Stimulants
-Nonstimulants represent a good alternative to stimulants or are sometimes used along with a stimulant to treat ADHD.
-Antidepressants drugs
Behavioral Therapy
Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy.