ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder that begins in childhood. It is characterised by symptoms of inattention, hyperactivity, and impulsivity that can interfere with a child’s daily functioning and development. Recognising the signs of ADHD early is essential for effective intervention and support. The symptoms of ADHD in children vary, but they generally fall into three categories: inattention, hyperactivity, and impulsivity (American Psychiatric Association, 2013).
It should be noted however, that hyperactivity is not always present – there are sub-types of ADHD, for example Inattentive ADHD which does not include hyperactivity.
1. Signs of Inattention
Children with ADHD often struggle to maintain focus and may have difficulty with tasks that require sustained mental effort. Signs of inattention include:
- Difficulty maintaining focus: They may have trouble staying on task, whether during lessons, play, or chores.
- Easily distracted: Children with ADHD can quickly lose focus due to minor distractions, making it challenging to complete activities.
- Careless mistakes: They may make errors, especially in tasks that require close attention to detail, such as schoolwork (Sibley, 2019).
- Forgetfulness: Often forgets daily tasks, such as homework or chores.
- Avoidance of mentally demanding tasks: They may resist tasks that require sustained attention, such as reading or homework.
- Difficulty organising tasks and activities: This can result in disorganised work and trouble managing personal belongings.
2. Signs of Hyperactivity
Hyperactivity is often the most noticeable symptom in children with ADHD. It is characterised by constant motion, difficulty staying seated, and an inability to engage in activities quietly. Signs of hyperactivity include:
- Constant movement: Children with ADHD may seem as though they are “on the go” all the time and may fidget or squirm in their seats.
- Trouble sitting still: They may leave their seat in situations where sitting quietly is expected, such as in class or at the dinner table.
- Excessive talking: They may talk excessively and interrupt conversations.
- Inability to play quietly: Even during play, children with ADHD may struggle to engage in quiet activities and may disturb others unintentionally.
3. Signs of Impulsivity
Impulsivity in children with ADHD can lead to sudden actions without considering consequences, which can sometimes result in behavioural issues or difficulties in social settings. Signs of impulsivity include:
- Blurting out answers: In a classroom or group setting, children with ADHD may shout out answers before questions are fully asked.
- Difficulty waiting their turn: They may struggle with turn-taking in games or while waiting in line.
- Interrupting others: They often interrupt conversations, games, or activities, which can cause challenges in peer interactions.
- Acting without thinking: This can include risky or dangerous behaviour because they may not consider potential consequences (Barkley, 2015).
Additional Considerations
While these signs and symptoms are common, ADHD symptoms can vary widely from child to child. Symptoms must be consistent and present in multiple settings, such as at home, school, or in social environments, for an ADHD diagnosis. According to the DSM-5, symptoms should also appear before the age of 12 and should significantly impair daily functioning (APA, 2013).
Gender Differences in Presentation
Boys are more commonly diagnosed with ADHD than girls, partly because hyperactive symptoms tend to be more obvious. Girls with ADHD may show more inattention than hyperactivity, making their symptoms less noticeable and sometimes delaying diagnosis (Rucklidge, 2010). This gender difference in symptom presentation is an important consideration in recognising ADHD early.
Importance of Early Recognition and Intervention
Early recognition of ADHD symptoms is critical, as untreated ADHD can lead to challenges in academic performance, self-esteem, and social relationships. When identified early, interventions such as behavioural therapy, parent training, and in some cases, medication can help children manage their symptoms more effectively (NICE, 2018).
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Press.
National Institute for Health and Care Excellence (NICE). (2018). Attention deficit hyperactivity disorder: Diagnosis and management.
Rucklidge, J. J. (2010). Gender differences in attention-deficit/hyperactivity disorder. Psychiatric Clinics, 33(2), 357-373.
Sibley, M. H. (2019). Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation. Guilford Press.