Attention Deficit Hyperactivity Disorder Pt.4

ResidentInsomniac

Getting Help

Mark

In third grade, Mark's teacher threw up her hands and said, "Enough!" In one morning, Mark had jumped out of his seat to sharpen his pencil six times, each time accidentally charging into other children's desks and toppling books and papers. He was finally sent to the principal's office when he began kicking a desk he had overturned. In sheer frustration, his teacher called a meeting with his parents and the school psychologist.

But even after they developed a plan for managing Mark's behavior in class, Mark showed little improvement. Finally, after an extensive assessment, they found that Mark had an attention deficit that included hyperactivity. He was put on a medication called Ritalin to control the hyperactivity during school hours. Although Ritalin failed to help, another drug called Dexedrine did. With a psychologist's help, his parents learned to reward desirable behaviors, and to have Mark take "time out" when he became too disruptive. Soon Mark was able to sit still and focus on learning.

Lisa

Because Lisa wasn't disruptive in class, it took a long time for teachers to notice her problem. Lisa was first referred to the school evaluation team when her teacher realized that she was a bright girl with failing grades. The team ruled out a learning disability but determined that she had an attention deficit, ADHD without hyperactivity. The school psychologist recognized that Lisa was also dealing with depression.

Lisa's teachers and the school psychologist developed a treatment plan that included participation in a program to increase her attention span and develop her social skills. They also recommended that Lisa receive counseling to help her recognize her strengths and overcome her depression.

Henry

When Henry's son entered kindergarten, it was clear that he was going to have problems sitting quietly and concentrating. After several disruptive incidents, the school called and suggested that his son be evaluated for ADHD. As the boy was assessed, Henry realized that he had grown up with the same symptoms that specialists were now finding in his son. Fortunately, the psychologist knew that ADHD can persist in adults. She suggested that Henry be evaluated by a professional who worked with adults. For the first time, Henry was correctly diagnosed and given Ritalin to aid his concentration. What a relief! All the years that he had been unable to concentrate were due to a disorder that could be identified, and above all, treated.

How Is ADHD Identified and Diagnosed?

Many parents see signs of an attention deficit in toddlers long before the child enters school. For example, as a 3-year-old, Henry's son already displayed some signs of hyperactivity. He seemed to lose interest and dart off even during his favorite TV shows or while playing games. Once, during a game of "catch," he left the game before the ball even reached him!

Like Henry's son, a child may be unable to focus long enough to play a simple game. Or, like Mark, the child may be tearing around out of control. But because children mature at different rates, and are very different in personality, temperament, and energy level, it's useful to get an expert's opinion of whether the behaviors are appropriate for the child's age. Parents can ask their pediatrician, or a child psychologist or psychiatrist to assess whether their toddler has an attention disorder or is just immature, has hyperactivity or is just exuberant.

Seeing a child as "a chip off the old block" or "just like his dad" can blind parents to the need for help. Parents may find it hard to see their child's behavior as a problem when it so closely resembles their own. In Fact, like Henry, many parents first recognize their own disorder only when their children are diagnosed.

In many cases, the teacher is the first to recognize that a child is hyperactive or inattentive and may consult with the school psychologist. Because teachers work with many children, they come to know how "average" children behave in learning situations that require attention and self control. However, teachers sometimes fail to notice the needs of children like Lisa who are quiet and cooperative.
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