SLK 310 Chapter 8 notes
Erin Polyblank
CHAPTER 8-
ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER (ADHD)
DESCRIPTION AND HISTROY
DESCRIPTION
Attention-deficit/hyperactivity disorder (ADHD): Describes children who
display persistent age-inappropriate symptoms of inattention, hyperactivity,
and impulsivity that are sufficient to cause impairment in major life activities.
o Inattentive: Not focusing on mealtime demands and behaving carelessly.
o Hyperactive: Constantly in motion.
o Impulsive: Acting without thinking.
ADHD has no distinct physical symptoms that can be seen in a lab test, it can
only be identified by characteristic behaviour that vary significantly from child
to child.
Behaviour from children with ADHD are confusing and often contradicting.
o Rash and disorganized behaviours are a constant source of stress for the
child and for parents, siblings, teachers, and classmates.
Increased effort and stricter rules usually don't help, because most children
with ADHD are already trying hard.
o They want to do well but they are limited by their self-control.
Thus, they experience the hurt, confusion, and sadness of being
blamed for not paying attention or being called names.
They may not know why things went wrong or how they might have done
things differently.
Feelings of frustration, being different, not fitting in, and hopelessness may
overwhelm a child with ADHD.
Estimated costs for adults with ADHD, are nearly two to three times higher
than for young people.
o These estimates, indicate that the economic impact of ADHD across the
lifespan for individuals with ADHD is considerable.
1
,SLK 310 Chapter 8 notes
Erin Polyblank
HISTORY
The symptoms of ADHD were first described in a 1775 medical textbook by
the German physician Melchior Adam Weikard.
o In 1798, a Scottish-born physician, Sir Alexander Crichton described a
syndrome similar to ADHD that included early onset, restlessness,
inattention, and poor school performance.
Symptoms of overactivity and inattention were described as a disorder in
1902 by the English physician George Still, who believed that the symptoms
arose out of poor "inhibitory volition" and "defective moral control"
A number of children who had developed encephalitis (brain inflammation)
and survived during the influenza epidemic (1917-1926), experienced
multiple behaviour problems, including irritability, impaired attention, and
hyperactivity.
o These children and others who had suffered birth trauma, head injury, or
exposure to toxins displayed behaviour problems that were labelled brain-
injured child syndrome, which was associated with intellectual disability.
In the 1940s and 1950s, this label was then erroneously applied to children
displaying similar behaviours, but with no evidence of brain damage or
intellectual disability and led to the terms minimal brain damage and
minimal brain dysfunction (MBD).
In the late 1950s, ADHD was referred to as hyperkinesis, which was
attributed to poor filtering of stimuli entering the brain.
o This view led to the definition of the hyperactive child syndrome, in
which motor overactivity was considered the main feature of ADHD.
It became evident that hyperactivity was not the only problem, and
there was also the child's failure to regulate motor activity in relation to
situational demands.
More recently, in addition to inattention and hyperactivity-impulsivity, the
problems of poor self-regulation, difficulty in inhibiting behaviour, and reward
and motivational deficits have been emphasized as central impairments of
the disorder.
2
,SLK 310 Chapter 8 notes
Erin Polyblank
Section summary:
Attention-deficit/hyperactivity disorder (ADHD) is manifested in children
who display persistent age-inappropriate symptoms of inattention,
hyperactivity, and impulsivity that cause impairment in major life activities.
ADHD can only be identified by characteristic patterns of behaviour, which
vary quite a bit from child to child.
The behaviour of children with ADHD is a constant source of stress and
frustration for the child and for parents, siblings, teachers, and classmates;
it also has high costs to society.
The disorder that we now call ADHD has had many different names, primary
symptoms, and presumed causes, and views of the disorder are still
evolving.
CORE CHARACTERISTICS
ADHD is included in the DSM-5 as a Neurodevelopmental disorder because it
has an early onset, and persistent course is associated with lasting alterations
in neural development and is often accompanied by subtle delays and
problems in language, motor, and social development that overlap with other
neurodevelopmental disorders such as autism spectrum disorder (ASD) and
specific learning disorder.
There are 2 key symptoms of ADHD:
1. Inattention.
2. Hyperactivity-impulsivity.
3
, SLK 310 Chapter 8 notes
Erin Polyblank
Diagnostic criteria for Attention-Deficit/Hyperactivity disorder:
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning
or development, as characterized by (1) and/or (2):
1. Inattention: 6 (or more) of the following symptoms have persisted for at least 6 months to a
degree that is inconsistent with developmental level and that negatively impacts directly on
social and academic/occupational activities:
Note: The symptoms are not solely the manifestation of oppositional behavior, defiance,
hostility, or failure to understand tasks or instructions. For older adolescents and adults
(age 17 and older), at least five symptoms are required.
a) Often fails to give close attention to details or makes careless mistakes in schoolwork, at
work, or during other activities (e.g., overlooks or misses details, work is inaccurate).
b) Often has difficulty sustaining attention in tasks or play activities (e.g, has difficulty
remaining focused during lectures, conversations, or lengthy reading).
c) Often does not seem to listen when spoken to directly (e.g, mind seems elsewhere, even in
the absence of any obvious distraction).
d) Often does not follow through on instructions and fails to finish schoolwork, chores, or duties
in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).
e) Often has difficulty organizing tasks and activities (e.g, difficulty managing sequential tasks:
difficulty keeping materials and belongings in order; messy, disorganized work; has poor
time management; fails to meet deadlines.
f) Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(e.g., schoolwork or homework; for older adolescents and adults, preparing reports,
completing forms, reviewing lengthy papers).
g) Often loses things necessary for tasks or activities (e.g, school materials, pencils, books,
tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
h) Is often easily distracted by extraneous stimuli (for older adolescents and adults, may
include unrelated thoughts).
i) Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents
and adults, returning calls, paying bills, keeping appointments).
4
Erin Polyblank
CHAPTER 8-
ATTENTION-DEFICIT/HYPERACTIVITY
DISORDER (ADHD)
DESCRIPTION AND HISTROY
DESCRIPTION
Attention-deficit/hyperactivity disorder (ADHD): Describes children who
display persistent age-inappropriate symptoms of inattention, hyperactivity,
and impulsivity that are sufficient to cause impairment in major life activities.
o Inattentive: Not focusing on mealtime demands and behaving carelessly.
o Hyperactive: Constantly in motion.
o Impulsive: Acting without thinking.
ADHD has no distinct physical symptoms that can be seen in a lab test, it can
only be identified by characteristic behaviour that vary significantly from child
to child.
Behaviour from children with ADHD are confusing and often contradicting.
o Rash and disorganized behaviours are a constant source of stress for the
child and for parents, siblings, teachers, and classmates.
Increased effort and stricter rules usually don't help, because most children
with ADHD are already trying hard.
o They want to do well but they are limited by their self-control.
Thus, they experience the hurt, confusion, and sadness of being
blamed for not paying attention or being called names.
They may not know why things went wrong or how they might have done
things differently.
Feelings of frustration, being different, not fitting in, and hopelessness may
overwhelm a child with ADHD.
Estimated costs for adults with ADHD, are nearly two to three times higher
than for young people.
o These estimates, indicate that the economic impact of ADHD across the
lifespan for individuals with ADHD is considerable.
1
,SLK 310 Chapter 8 notes
Erin Polyblank
HISTORY
The symptoms of ADHD were first described in a 1775 medical textbook by
the German physician Melchior Adam Weikard.
o In 1798, a Scottish-born physician, Sir Alexander Crichton described a
syndrome similar to ADHD that included early onset, restlessness,
inattention, and poor school performance.
Symptoms of overactivity and inattention were described as a disorder in
1902 by the English physician George Still, who believed that the symptoms
arose out of poor "inhibitory volition" and "defective moral control"
A number of children who had developed encephalitis (brain inflammation)
and survived during the influenza epidemic (1917-1926), experienced
multiple behaviour problems, including irritability, impaired attention, and
hyperactivity.
o These children and others who had suffered birth trauma, head injury, or
exposure to toxins displayed behaviour problems that were labelled brain-
injured child syndrome, which was associated with intellectual disability.
In the 1940s and 1950s, this label was then erroneously applied to children
displaying similar behaviours, but with no evidence of brain damage or
intellectual disability and led to the terms minimal brain damage and
minimal brain dysfunction (MBD).
In the late 1950s, ADHD was referred to as hyperkinesis, which was
attributed to poor filtering of stimuli entering the brain.
o This view led to the definition of the hyperactive child syndrome, in
which motor overactivity was considered the main feature of ADHD.
It became evident that hyperactivity was not the only problem, and
there was also the child's failure to regulate motor activity in relation to
situational demands.
More recently, in addition to inattention and hyperactivity-impulsivity, the
problems of poor self-regulation, difficulty in inhibiting behaviour, and reward
and motivational deficits have been emphasized as central impairments of
the disorder.
2
,SLK 310 Chapter 8 notes
Erin Polyblank
Section summary:
Attention-deficit/hyperactivity disorder (ADHD) is manifested in children
who display persistent age-inappropriate symptoms of inattention,
hyperactivity, and impulsivity that cause impairment in major life activities.
ADHD can only be identified by characteristic patterns of behaviour, which
vary quite a bit from child to child.
The behaviour of children with ADHD is a constant source of stress and
frustration for the child and for parents, siblings, teachers, and classmates;
it also has high costs to society.
The disorder that we now call ADHD has had many different names, primary
symptoms, and presumed causes, and views of the disorder are still
evolving.
CORE CHARACTERISTICS
ADHD is included in the DSM-5 as a Neurodevelopmental disorder because it
has an early onset, and persistent course is associated with lasting alterations
in neural development and is often accompanied by subtle delays and
problems in language, motor, and social development that overlap with other
neurodevelopmental disorders such as autism spectrum disorder (ASD) and
specific learning disorder.
There are 2 key symptoms of ADHD:
1. Inattention.
2. Hyperactivity-impulsivity.
3
, SLK 310 Chapter 8 notes
Erin Polyblank
Diagnostic criteria for Attention-Deficit/Hyperactivity disorder:
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning
or development, as characterized by (1) and/or (2):
1. Inattention: 6 (or more) of the following symptoms have persisted for at least 6 months to a
degree that is inconsistent with developmental level and that negatively impacts directly on
social and academic/occupational activities:
Note: The symptoms are not solely the manifestation of oppositional behavior, defiance,
hostility, or failure to understand tasks or instructions. For older adolescents and adults
(age 17 and older), at least five symptoms are required.
a) Often fails to give close attention to details or makes careless mistakes in schoolwork, at
work, or during other activities (e.g., overlooks or misses details, work is inaccurate).
b) Often has difficulty sustaining attention in tasks or play activities (e.g, has difficulty
remaining focused during lectures, conversations, or lengthy reading).
c) Often does not seem to listen when spoken to directly (e.g, mind seems elsewhere, even in
the absence of any obvious distraction).
d) Often does not follow through on instructions and fails to finish schoolwork, chores, or duties
in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked).
e) Often has difficulty organizing tasks and activities (e.g, difficulty managing sequential tasks:
difficulty keeping materials and belongings in order; messy, disorganized work; has poor
time management; fails to meet deadlines.
f) Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(e.g., schoolwork or homework; for older adolescents and adults, preparing reports,
completing forms, reviewing lengthy papers).
g) Often loses things necessary for tasks or activities (e.g, school materials, pencils, books,
tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
h) Is often easily distracted by extraneous stimuli (for older adolescents and adults, may
include unrelated thoughts).
i) Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents
and adults, returning calls, paying bills, keeping appointments).
4
