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Does your child have ADHD?
Sometimes the signs are difficult to see because attention deficit disorders don’t always involve hyperactivity.
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By Lindsey Hilty,
Staff Writer
1:01 AM Monday, November 30, 2009
One to two students in every classroom has some form of attention deficit and hyperactivity disorder, according to national statistics.
And as the first quarter wraps up for most school districts, specialists from the Affinity Center in Cincinnati said this is a time parents may notice their child may have symptoms of ADD or ADHD.
“When parents are concerned that their child is falling behind because of signs of inattentiveness, disorganization, inability to keep up with the workload demand ... it should be a question they raise,” said Doug Pentz, a clinical psychologist.
Often symptoms present themselves in the early elementary school years, but he said it especially becomes apparent by the third or fourth grade, when children must read more and work more independently.
Sometimes the signs are more difficult to spot, he said, because not all attention deficit difficulty involves hyperactivity. While some children may be loud, always on the go, taking risks, interrupting or intruding on others, fidgety or chatty, others might be quiet daydreamers who often misplace things, have difficulty working alone, don’t finish tasks and are often lost in their own thoughts. These children may not have behavioral problems, but are lost in school, he said.
If left untreated, students may fall behind their peers academically, and are at a higher risk for engaging in substance abuse in their teenage years, he said.
A proper diagnoses is key, Pentz said, and while parents may first speak to a family physician about the issue, diagnosis and a treatment plan may be best accomplished with a specialist.
Treatment typically combines medication, counseling and behavioral therapy.
“The truth is that most kids diagnosed with ADHD are going to benefit from some sort of treatment,” he said.
“(Parents) shouldn’t be afraid (of medication) but they should be concerned and careful,” he said. “Medication, if used properly, can be very effective.”
Just seeking medication without behavioral modifications is not enough either, he said. Sometimes it is merely a matter of helping a child find organization techniques that work. Sometimes, the child benefits from counseling, due to lower self-esteem or social discomfort.Psychologist Christine Mayhall said there is a lot parents can do to deal with their child’s frustrations at home and at school. Routines are important, and weekly schedules may be beneficial, she said.
Visual reminders at home may cut down on disorganization, such as creating color coding of books and notebooks for homework subjects and a designated study zone. Limiting distractions, especially technological ones, is important, and exercise may help a child better focus or handle stress, she said.
Signs of ADHD in the classroom
Hyperactivity or excessive fidgeting.
The child is “zoned out, ” only hearing parts of directions, so work may not be completed correctly.
The child is working way too hard to keep up.
Trouble with organization beyond age-appropriate levels.
Parents cannot motivate the child to perform a certain skill.
Self-esteem issues — giving up easily.
The child is seen as mean, bossy or immature — not picking up age-appropriate social skills.
The child is able to hold it together during the school day, but comes home and melts down or has no energy to get homework done.
The child is distracted or procrastinates; brings home work that is unfinished from classroom work time.
The child cannot extrapolate information, understand symbolism or nuances and is unable to sustain focus, which impairs reading comprehension.
Short-term and long-term memory acquisition and management is difficult.
The child has trouble making choices and is anxious, especially about going to school.
The child has forgetfulness and memory problems.
The child has a messy desk, backpack or cannot find things.
The child can do something with adult help, but cannot do it on his or her own.
Grades have no consistent pattern.
Child talks over others.
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