What is the definition of ADHD?

The definition of ADHD... ADD...and Attention Deficit Disorder...all mean the same thing.It's a condition that develops within some children in their early childhood years, but can continue into adulthood. ADD ADHD can make it difficult for people to be able to control their behavior, as well as various other symptoms.

The current estimation is that between 3 and 5 percent of American children suffer from some degree of attention deficit disorder. This translates to approximately 2 million children across the United States. Similarly, between 2 and 4 percent of all adults in the USA suffer from ADD ADHD.

What does this mean in a practical sense?

It means that in any given classroom with an average size (between 25 and 30 children), there is likely to be at least one child who has ADD ADHD, whether he or she has been diagnosed with the disorder or not. It also means that a business employing 50 people will also have one or two ADD ADHD sufferers.

Since that time, there have been thousands upon thousands of scientific, academic, and medical papers written with regards to this disorder, providing a sizeable amount of information with regards to the definition of adhd, its causes, its nature, its progression, and its treatments.

A person with attention deficit disorder faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, the add adhd should receive help, guidance, and understanding from family, friends, counselors, and the public education system.

The symptoms of Attention Deficit Disorder exist for most people. Everybody has some of these symptoms some of the time.

However, individuals with add adhd have more of these symptoms... more of the time and to the point that it interferes with their ability to function normally at school, work and social settings. It can also limit their full potential.

ADD ADHD people, those under the definition of adhd, are often noted for their inconsistencies. One day they can "do it," and the next they can’t. They may have difficulty remembering simple things yet have "steel trap" memories for complex issues.

To avoid disappointment, frustration and discouragement don't expect their highest level of competence to be the standard. It's an unrealistic expectation of a person with attention deficit disorder.

What's normal, is that the add adhd will be inconsistent.

Typically, they have problems with following through on instructions, paying attention appropriately to what they need to attend to, seem not to listen, be disorganized, have poor handwriting, miss details, have trouble starting tasks or with tasks that require planning or long-term effort, appear to be easily distracted, or forgetful.

In addition, some people with add adhd can be fidgety, verbally impulsive, unable to wait their turn, and act on impulse regardless of consequences

But, remember...not all people with ADD ADHD have all of these difficulties, nor all of the time.

Because society has traditionally thought of a person with attention deficit disorder as being "hyper," many sufferers of have ADD ADHD with no hyperactivity are not being identified or treated.

Individuals with ADD ADHD without hyperactivity are sometimes thought of as day-dreamers or "absent-minded professors".

The non-hyperactive ADD ADHD patients most often seem to be females (though females can have attention deficit disorder with hyperactivity, and males can have add adhd without hyperactivity).

Definition of ADHD...Additionally, because of the ability of an individual with ADD ADHD to over-focus, or "hyper-focus" on something that is of great interest or highly stimulating, many untrained observers assume that this ability to concentrate negates the possibility of attention deficit disorder being a concern.

Especially when they see children able to pay attention while working one-on-one with someone, doing something they enjoy, or who can sit and play an electronic game or watch TV for hours on end.

The definition of ADHD is that it is not a learning disability.

Although ADD ADHD obviously effects the performance of a person in a school setting, it will also effect other domains of life, which can include relationships with others, running a home, keeping track of finances, and organizing, planning, and managing most areas of one’s life.

The principal characteristics of ADD ADHD are inattention, hyperactivity, and impulsivity. These symptoms appear early in a child's life.

Because many normal children may have these symptoms, but at a low level, or the symptoms may be caused by another disorder, it is important that the child receive a thorough examination and appropriate diagnosis by a well-qualified professional.

Definition of ADHD...Symptoms of ADD ADHD will appear over the course of many months, often with the symptoms of impulsiveness and hyperactivity preceding those of inattention, which may not emerge for a year or more.

Different symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. A child who "can't sit still" or is otherwise disruptive will be noticeable in school, but the inattentive daydreamer may be overlooked.

Definition of ADHD...The impulsive child who acts before thinking may be considered just a "discipline problem," while the child who is passive or sluggish may be viewed as merely unmotivated.

Yet both may have different types of ADD ADHD!

According to the definiton of adhd, all children are sometimes restless, sometimes act without thinking, sometimes daydream the time away.

When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, the definition of ADHD and ADD may be suspected.

Because the definition of ADHD symptoms vary so much across settings, attention deficit disorder is not easy to diagnose. This is especially true when inattentiveness is the primary symptom.

Autism Asperger's

History Asperger's Disorder was first described in the 1940s by Viennese pediatrician Hans Asperger who observed autistic-like behaviors and difficulties with social and communication skills in boys who had normal intelligence and language development. Many professionals felt Asperger's Disorder was simply a milder form of autism and used the term "high-functioning autism" to describe these individuals. Professor Uta Frith, with the Institute of Cognitive Neuroscience of University College London and author of Autism and Asperger Syndrome, describes individuals with Asperger's Disorder as "having a dash of Autism." Asperger's Disorder was added to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 as a separate disorder from autism. However, there are still many professionals who consider Asperger's Disorder a less severe form of autism. Characteristics What distinguishes Asperger's Disorder from Autism Disorder is the severity of the symptoms and the absence of language delays. Children with Asperger's Disorder may be only mildly affected and frequently have good language and cognitive skills. To the untrained observer, a child with Asperger's Disorder may just seem like a normal child behaving differently. Children with autism are frequently seen as aloof and uninterested in others. This is not the case with Asperger's Disorder. Individuals with Asperger's Disorder usually want to fit in and have interaction with others; they simply don't know how to do it. They may be socially awkward, not understanding of conventional social rules, or show a lack of empathy. They may have limited eye contact, seem to be unengaged in a conversation, and not understand the use of gestures. Interests in a particular subject may border on the obsessive. Children with Asperger's Disorder frequently like to collect categories of things, such as rocks or bottle caps. They may be proficient in knowing categories of information, such as baseball statistics or Latin names of flowers. While they may have good rote memory skills, they have difficulty with abstract concepts. One of the major differences between Asperger's Disorder and autism is that, by definition, there is no speech delay in Asperger's. In fact, children with Asperger's Disorder frequently have good language skills; they simply use language in different ways. Speech patterns may be unusual, lack inflection or have a rhythmic nature, or it may be formal, but too loud or high pitched. Children with Asperger's Disorder may not understand the subtleties of language, such as irony and humor, or they may not understand the give-and- take nature of a conversation. Another distinction between Asperger's Disorder and autism concerns cognitive ability. While some individuals with autism experience mental retardation, by definition a person with Asperger's Disorder cannot possess a "clinically significant" cognitive delay and most possess average to above average intelligence. While motor difficulties are not a specific criteria for Asperger's, children with Asperger's Disorder frequently have motor skill delays and may appear clumsy or awkward. Diagnosis Diagnosis of Asperger's Disorder is on the increase, although it is unclear whether it is more prevalent or whether more professionals are detecting it. The symptoms for Asperger's Disorder are the same as those listed for autism in the DSM-IV; however, children with AS do not have delays in the area of communication and language. In fact, to be diagnosed with Asperger’s, a child must have normal language development as well as normal intelligence. The DSM-IV criteria for AS specifies that the individual must have "severe and sustained impairment in social interaction, and the development of restricted, repetitive patterns of behavior, interests and activities that must cause clinically significant impairment in social, occupational or other important areas of functioning." The first step to diagnosis is an assessment, including a developmental history and observation. This should be done by medical professionals experienced with autism and other PDDs. If Asperger's Disorder or high-functioning autism is suspected, the diagnosis of autism will generally be ruled out first. Early diagnosis is also important as children with Asperger's Disorder who are diagnosed and treated early in life have an increased chance of being successful in school and eventually living independently. To learn more, see Consulting with Professionals.		FIND SERVICES AND SUPPORT TIPS OF THE DAY Social Events - If your child becomes distressed during a social gathering, pick a quiet place to go or take him out for a walk. Read More >>