Daydreaming often Losing things Forgetting things Fidgeting and not sitting still Talking a lot Taking risks Making careless mistakes and impulsive decisions Struggling to resist temptation Struggling to wait their turn Struggling to get along with others
Symptoms should be obvious in the person compared to their same-age peers, and they should be strong enough to impact normal functioning at school, at work, and/or in social settings. For hyperactive type, the symptoms should be seen as disruptive. The symptoms should not be explained by a different condition (e. g. autism or oppositional defiant disorder). The DSM-5 criteria require that children 16 and under must have at least six symptoms in a category to gain the diagnosis, while those 17 and older need five symptoms. [4] X Trustworthy Source Centers for Disease Control and Prevention Main public health institute for the US, run by the Dept. of Health and Human Services Go to source
Makes careless mistakes and is inattentive to detail in work, school, or with other activities. Has trouble paying attention during tasks or while playing. Doesn’t seem to be paying attention when someone is talking directly to him or her. Doesn’t follow through with homework, chores, or jobs and is easily sidetracked. Is organizationally challenged. Avoids tasks requiring sustained focus, such as schoolwork. Can’t keep track of or often loses keys, glasses, papers, tools, or other possessions. Is easily distracted. Is forgetful.
Being fidgety or squirmy, such as constantly tapping the hands or feet. The child running or climbing inappropriately. The adult constantly feeling restless. Struggling to play quietly or do quiet activities. Being constantly on the go without breaks. Excessive talking. Blurting out even before questions are asked. Struggling to wait for their turn. Interrupting others or inserting himself into others’ discussions or games. Being very impatient. Saying inappropriate comments, showing emotions without restraint, or acting without regards to consequences.
People with ADHD are diverse. This can make it harder to figure out specific causes. [10] X Trustworthy Source National Institute of Mental Health Informational website from U. S. government focused on the understanding and treatment of mental illness. Go to source
This can cause people with ADHD to be very fidgety. [11] X Research source Serotonin and Prefrontal Cortex Function: Neurons, Networks, and Circuits by M. V. Puig and A. T. Gulledge in Molecular Neurobiology, Vol 44, issue 3 (December 2011) [12] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). While fidgeting may be a sign of inattention in neurotypical people, people with ADHD often need to fidget in order to focus better. [13] X Research source
The prefrontal cortex influences the levels of dopamine and serotonin. Dopamine is needed for focus, and people with ADHD tend to have low dopamine. Serotonin impacts mood, sleep, and appetite. [14] X Research source Serotonin and Prefrontal Cortex Function: Neurons, Networks, and Circuits by M. V. Puig and A. T. Gulledge in Molecular Neurobiology, Vol 44, issue 3 (December 2011) [15] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). [16] X Research source Fight Back With Food by Tana Amen, R. N. in ADDitude Magazine (Winter 2014). A smaller-than-normal prefrontal cortex with lower-than-optimal dopamine and serotonin can make it harder to focus and “tune out” distractions. Persons with ADHD struggle to focus on a single thing at a time, and they may get distracted and struggle with impulse control. [17] X Research source Why Is My Child’s ADHD Not Better Yet? Recognizing The Undiagnosed Secondary Conditions That May Be Affecting Your Child’s Treatment by David Gottlieb, Thomas Shoaf, and Risa Graff (2006). [18] X Research source The ADHD Update: Understanding Attention-Deficit/Hyperactivity Disorder by Alvin and Virginia Silverstein and Laura Silverstein Nunn (2008)
A positive environment, where people offer praise and are willing to negotiate and help with meeting expectations, can help a lot.
Anxiety Depression Sensory Processing Disorder Bipolar disorder Conduct disorder Oppositional defiant disorder Dyslexia, dyscalculia, and other learning disabilities Autism
Lack of support can have serious consequences. People with ADHD may struggle with addiction, employment difficulties, and in some cases even homelessness or prison. [25] X Trustworthy Source PubMed Central Journal archive from the U. S. National Institutes of Health Go to source [26] X Research source On Their Own: Creating an Independent Future for Your Child With Learning Disabilities and ADHD by Anne Ford (2007).
Using reminders, alarms, and alerts Breaking big tasks into smaller pieces, and tackling one piece at a time Prioritizing tasks Labeling feelings and figuring how to deal with overwhelming emotions Using fidget toys/tools, and fidgeting as needed Checking with teachers or bosses to make sure they didn’t miss any important information about a task Keeping a routine Role-playing to practice difficult social situations
People with ADHD may have flashes of brilliance. [29] X Research source
People with ADHD can be very good in a crisis, being able to stay calm in extreme situations. [32] X Research source
A person with ADHD can make a very good romantic partner. [34] X Research source
