ADHD - an experience of a mother

ATTENTION SPAN

Mrs. Arora (name changed) whose son suffers from Attention Deficit Hyperactivity Disorder (ADHD) has learned to cope by adopting a positive perspective on the disorder, after years of turmoil. Here is her story:

Ever since my son learned to walk, I fondly called him ‘jumping jack’. He simply couldn’t sit still. When his schooling started, he had difficulty in learning and was diagnosed with dyslexia. We hired a special education teacher, but results were slow in coming.

I held dyslexia responsible for his behavior and thought that since it was diagnosed, it would be easier to deal with it. But there was little change. At six, when children are inseparable from each other, he couldn’t be part of a group. He was too impatient, always impulsive and shouting his mouth off. He often got into fights. I rationalized his behavior to ‘naughtiness’. When he hurt one of his few friends, I had to consult a pediatrician who suggested I get a psychologist’s perspective. The results showed that he had ADHD. When the psychiatrist broke the news, I broke down.

He was uncomfortable with teachers administering the prescribed drugs, this resulted in him going off and on with the medication. It was my responsibility to ensure regularity, but the truth is, I didn’t understand ADHD. I still questioned his hyperactivity; hoping he would do better. The breakthrough came with a one-year workshop for parents of ADHD-afflicted children. I realized I wasn’t alone. Dealing with his academic issues was still challenging. In the 7^th grade, he gave his first formal exam. Even after hours of special education and my coaching, he didn’t manage to pass. That’s why I educated myself more on ADHD. I learned that children with ADHD had different learning patterns and he was a visual learner. I made mood boards (poster designs consisting of images and text) of his curriculum. He got a distinction in the 8^th grade. We were very happy and his confidence got boosted.

I channelized his hyperactivity into sports. He was better at individual sports and took to swimming and won several medals. With a great deal of effort, he scored 85 percent in his SSC. When it was time for him to enter college, he insisted on applying to an international school in Mumbai. This made me a trifle apprehensive.

One of the many positives of ADHD is the lack of fear. Those with ADHD don’t grasp the consequences of their actions. Fear of failure is something he will never get affected by.

Hence, he’s game to reach higher. He was accepted by the school and today he lives in a hostel and manages his medication.

Today we view ADHD positively. I’ve realized that he can do more than his ‘normal’ counterparts. He fits in more into his day and he is never tired. With medication, he is able to cope with academics and when the medication wears off (by evening), he is full of energy. His improved social skills coupled with boundless energy often make him the life of a party. In an age where multi-tasking is a must, he with his ‘special abilities’ is the one with an advantage!

Raising a Child having ADHD can be a Test of Patience for a Parent.

‘Pay attention!’ – Words all parents have used to discipline their children. But some kids simply can’t help but get distracted. Despite the child’s best efforts he/she may not be able to sit still long enough to focus on a class lesson or even a game. For the problem may be deeper than ‘distraction’ – that of ADHD.

WHAT IS ADHD?

The Attention Deficit Hyperactivity Disorder (previously referred to as just Attention Deficit Disorder) refers to a consistently age inappropriate level of inattention, though it may or may not be accompanied by hyperactivity. A child can only be diagnosed with ADHD if the symptoms aren’t attributed to another disorder and if they cause impairment in normal functioning.

THREE TYPES OF ADHD

1] ADHD combined type [ADHD-CT]

The most common type of ADHD, it is accompanied by inattention, hyperactivity and impulsivity.

2] ADHD predominantly inattentive type [ADHD-PI]

The second most common type of ADHD, where a child shows symptoms for inattentiveness but not for hyperactivity and impulsivity. Fewer disruptive behavior modes are manifested. Educational impairment is the most prominent difficulty faced by this group.

3] ADHD predominantly hyperactive impulsive type [ADHD-HI]

This sub-type largely consists of children who are younger than seven years of age and have predominantly hyperactive symptoms. Inattention may manifest later and could lead to ADHD-CT.

WHAT PREDISPOSES ONE TO THE DISORDER?

Gender: boys are more prone to ADHD than girls. However, the reasoning behind this hasn’t been explored.

Genetics: multiple genes that cause ADHD symptoms have been identified. Researchers believe that other genes that contribute to ADHD remain unidentified.

Environmental: some research has shown that chronic exposure to lead may cause symptoms similar to ADHD. Consumption of alcohol and smoking during pregnancy may also contribute to the disorder in a child.

Neurological: studies show that the ADHD afflicted are less likely to activate the frontal regions of their brain in response to attention demands.

SYMPTOMS

Apart from difficulty in sustaining attention, ADHD symptoms include lack of attention to detail, inability to follow through on tasks, difficulty organizing and forgetfulness.

In ADHD combined and hyperactive, impulsive type, the child may also display symptoms such as being fidgety, talking excessively, blurting out answers before the question has been completed and have an inability to sit still.

DIAGNOSIS

The American Psychiatry Association has set the criteria for experts to make a diagnosis. A detailed form consisting of questions regarding the child’s behaviour, is given by the physician to parents and teachers of teachers of the child, and each symptom is judged with regard to the child’s age.

Other criteria for diagnosis (for onset before seven years of age) include:

·        Impairment in two settings (e.g.: school and home)

·        Interference with social, academic or occupational functions.

·        Persistence for at least six months

·  Associated learning disabilities, anxiety disorders, depression, conduct disorders, oppositional defiant behavior and Tourette’s syndrome.

TREATMENT

Stimulants such as methyl phenidate and dextroamphetamine are widely used. These medications do not sedate the child, as many parents initially believe. In fact, drugs help children control their hyperactivity, inattention and impulsivity. Some children may experience side-effects such as loss of appetite, weight and temporary slowdown of growth. However, these can be managed by altering the regimen and by ‘drug holidays’.

Research suggests that a combination of medicine and counseling, practical support and behavior management techniques works best, as the psychotherapy addresses family issues that may be contributing to ADHD.

ADHD AND ADULTS

As children with ADHD progress into adulthood, the symptoms of hyperactivity and impulsivity may be curbed. However, inattention can continue to be manifested.