"Parenting with Patience: A Guide to Supporting Children with ADHD"

Have you observed in your child ever complained to you that your child interrupt and intrude on
other people too often or that your child doesn’t pay attention to what they are saying? Or that child
talk excessively and seem to have difficulty waiting for his/her turn and are impatient? Do you find
themselves unable to remember daily activities and often lose things? Does your child find
themselves having difficulty listening to people? When they are talking to you or find it unable to
follow through on instructions? Though people often tend to label such people as rude at times, it is
not always so.

These are all symptoms of ADHD. Although not everyone who may connect to these symptoms has
ADHD. It is advisable to have yourself evaluated if you find yourself strongly identifying with them.
The Media often tends to portray many disorders in a way that is not completely true. Therefore, it
is important to not just blindly believe everything one sees on social media. Yet to do their own
research and also seek professional help.

ADHD stands for Attention Deficit/Hyperactivity Disorder. It is a very common neurodevelopmental

disorder. It is usually first diagnosed in childhood and continues into adulthood. The common
characteristics of children with ADHD are trouble paying attention, controlling impulsive behaviours,
and being overly active. This pattern of inattention and hyperactivity-impulsivity is persistent and
interferes with everyday functioning and development.

Diagnosis of ADHD

There is no singular test that can determine if a child has ADHD or not. The symptoms of ADHD are
very similar to other problems like sleep disorders, anxiety, depression, and certain types of learning
disabilities. Usually, healthcare providers follow the guidelines present in the Diagnostic and
Statistical Manual, Fifth Edition (DSM-5) to help diagnose ADHD. The following are the diagnostic
criteria listed in the manual:

1. Inattention: (ADD) Only Attention Deficits Disorder:

 Failure to give attention to details. Making careless mistakes in schoolwork, work, and other
activities.
 Trouble holding attention to one task.
 Not listening when being spoken to directly.
 Trouble following through on instructions.
 Failure to finish schoolwork, chores, or responsibilities at the workplace.
 Frequent distraction and being side-tracked by other activities.
 Forgetfulness in daily activities.
 Avoidance of tasks that require mental effort for a long duration.
 Frequent loss of materials necessary for tasks (ex. Stationery for school going children)

2. Hyperactivity and Impulsivity:

 Fidgeting, tapping hands and feet, squirming while sitting

 Leaving their seat when remaining seated is expected and appropriate
 Running about and climbing things (in adults, it is limited to feelings of restlessness)
 Inability to participate in leisure activities quietly
 Excessive talking
 Trouble waiting for their turn/in queues
  Frequent interrupting of others

A common symptom of ADHD is Executive Dysfunction. It refers to difficulties in cognitive functions

such as maintaining attention, memorising and processing new information, ignoring distractions,
and regulating emotions. A mental healthcare professional diagnoses ADHD if six or more of the
following symptoms are present in children under the age of 16, or 5 or more are present in
adolescents and adults for at least 6 months. They must be present in two or more settings, such as
at home, school, or the workplace. There should be evidence that the symptoms interfere with or
negatively impact the quality of routine functioning.

Types of ADHD

Based on the types of symptoms exhibited by a person, ADHD has three presentations:

 Predominantly Inattentive Type: As the name suggests, in this type of ADHD, the person has
difficulty focusing and concentrating on one task. They have trouble following instructions.
Experts think that several children with inattentive presentation of ADHD remain
undiagnosed because they do not disrupt the classroom. Research has also suggested that it
is more prevalent in girls than in boys.
 Predominantly Hyperactive-Impulsive Type: People with this presentation exhibit
impulsivity symptoms. Boys tend to present hyperactivity and other externalising symptoms
more than girls.
 Combined Presentation: This is the most common type of ADHD. It is diagnosed when a
person shows impulsive and hyperactive behaviours as well as inattention and distractibility.

Causes of ADHD

The exact cause of ADHD has not been determined, but several factors affect the development of
the condition. Research has indicated that it might have both neurological and genetic origins.

 Neurological Factors: A few of the neurological factors that have been associated with
ADHD are the reduction in dopamine (a chemical in the brain that helps transport signals
from one nerve to another); having less grey matter volume (the part of the brain that helps
with speech, self-control, decision-making, and muscle control).
 Genetic and Birth-Related Factors: ADHD has been found to run in families. Links have also
been made to the use of alcohol or smoking during pregnancy to ADHD in the child. Other
risk factors are – premature delivery, low birth weight, and exposure to environmental risks
such as lead during pregnancy or infancy.
Parents play a crucial role in the management and support of a child or adolescent with
Attention-Deficit/Hyperactivity Disorder (ADHD). Here are some strategies and actions
that parents can consider:
 Educate Themselves about ADHD:

Learn about the nature of ADHD, its symptoms, and its impact on various aspects of a child's life.

Understand different treatment options, including medication, therapy, and behavioural

interventions.

 Seek Professional Assessment and Diagnosis:

If there are concerns about ADHD, consult with a healthcare professional for a thorough assessment
and diagnosis.

Collaborate with psychologists, psychiatrists, and other specialists to develop a comprehensive

understanding of the child's needs.

 Establish Consistent Routines:

Create structured daily routines and consistent schedules. Predictability can help children with ADHD
feel more secure. Set clear expectations for tasks, chores, and daily activities.

 Encourage and Reinforce Positive Behaviour:

Use positive reinforcement and praise for good behaviour.

Establish a system of rewards for completing tasks or following instructions.

 Provide Clear Instructions:

Break down tasks into smaller, more manageable steps.

Use clear and concise instructions. Repeat and reinforce important information.

 Create a Supportive Environment:

Minimize distractions at home, such as noise and clutter.

Designate a quiet and organized study space for homework and other tasks.

 Teach and Model Organization Skills:

Help children develop organizational skills, such as using planners, calendars, and checklists.

Model and encourage time-management techniques.

 Effective Communication:

Maintain open and positive communication with the child.

Encourage the expression of feelings and concerns. Listen actively.

 Collaborate with Teachers and School:

Maintain regular communication with teachers to monitor academic progress.

Work with the school to implement any necessary accommodations, such as an Individualized
Education Program (IEP)

 Promote Physical Activity:

Encourage regular physical exercise, as it can help channel excess energy and improve focus.

Consider activities that the child enjoys, such as sports or outdoor play.

 Establish a Healthy Lifestyle:

Ensure the child maintains a balanced diet and gets sufficient sleep.

Monitor and limit screen time, especially before bedtime.

 Advocate for Your Child:

Be an advocate for your child's needs, both at school and in the community.

Stay informed about educational rights and seek appropriate support services.

 Participate in Parenting Support Groups:

Connect with other parents facing similar challenges through support groups.

Share experiences and strategies for coping with ADHD.

Remember, every child is unique, and what works for one may not work for another. It's important
to tailor strategies to meet the specific needs of the child and to seek professional guidance when
necessary. Consistency, patience, and a supportive environment are key elements in effectively
managing ADHD in children.

Psychiatrists and psychologist play a crucial role in the comprehensive treatment of Attention-
Deficit/Hyperactivity Disorder (ADHD). Here are the key aspects of a psychiatrist's role in treating
ADHD:

 Diagnosis:

Psychiatrists are trained to conduct thorough assessments and evaluations to diagnose ADHD.

They use clinical interviews, observation, and standardized assessment tools to gather information
about the individual's symptoms and functioning.

 Medication Management:

Psychiatrists have the authority to prescribe medications for ADHD, such as stimulants (e.g.,
methylphenidate) or non-stimulants (e.g., atomoxetine).

They monitor the response to medication, adjust dosages as needed, and address any side effects
that may arise.

 Individualized Treatment Plans:

Psychiatrists work with individuals and their families to develop personalized treatment plans based
on the severity of symptoms, co-occurring conditions, and individual needs.
Treatment plans may include a combination of medication, psychotherapy, and behavioural
interventions.

 Psychoeducation:

Psychiatrists provide information and education about ADHD, including its neurobiological basis,
potential causes, and the impact on daily functioning.

They discuss the benefits and risks of medication, helping individuals and their families make
informed decisions.

 Counselling and Psychotherapy:

While psychiatrists primarily focus on medication management, some may also provide counselling
or psychotherapy.

Cognitive-behavioural therapy (CBT) or other therapeutic approaches may be integrated to address

specific challenges associated with ADHD, such as time management and organizational skills.

Frequently asked question and answers.

1. ADHD is the result of bad parenting.?
ADHD is caused by brain differences, not bad parenting. But some people see kids fidgeting, being
impulsive, or not listening and assume it’s due to a lack of discipline. They don’t realize that what
they’re seeing are signs of a medical condition, and not the result of something parents or caregivers
did or didn’t do.

2. Only boys have ADHD.?

Boys are more than twice as likely as girls to be diagnosed with ADHD. But that doesn’t mean girls
don’t have it. They’re just more likely to be overlooked and remain undiagnosed. Part of the reason
is that ADHD in Girls tend to have less trouble with hyperactivity and impulse control than boys do.
They may seem more “daydreamy.”

3. My child is not very hyperactive, can she have ADHD?

Yes. Children and young people who are inattentive but not particularly restless or impulsive can
have what is called “Inattentive type ADHD.” They tend to be diagnosed later because they are
missed due to the absence of hyperactivity. However, Inattentive type ADHD can still result in many
challenges for the child or young person, particularly in learning environments.

4. What is Hyper focus?

The condition is not really an Attention Deficit. People with ADHD can pay attention. It is actually a
condition which leads to difficulties controlling, directing and sustaining attention. People with ADHD
can pay a lot of attention to things and activities that really interest or excite them or activities which
are immediately rewarding. This is called Hyper focus.

5. Is ADHD a brain-based condition?

Yes. Brain imaging studies have shown that people with ADHD have structurally different brains than
people without ADHD. It also runs in families. Children whose parents have ADHD, have up to a 60%
chance of also having ADHD.
6. Can ADHD affect my child’s sleep?

Yes, children and young people can experience difficulties with sleep. This can result in not falling
asleep easily, not sleep soundly through the night and then not waking up feeling refreshed. The
mental and physical restlessness of ADHD can disturb a child’s sleep patterns. This can then
exacerbate problems with concentration and focus throughout your child’s day in school.

7. What treatments are there for ADHD?

There are a variety of research-backed therapies that can help relieve symptoms of ADHD. Some of
the most effective approaches combine several therapies, such as medication. Stimulant
medications are the most commonly prescribed. These drugs stimulate the parts of the brain that
are under stimulated. These parts of the brain are related to thinking and attention. The goals of
these medications are to reduce hyperactivity/impulsivity and increase focus/attention. Another
example is Cognitive behavioural therapy. This approach emphasises mindfulness and teaches a
child to be aware of their emotions as a way of improving attention.

8. Does Diet Affect ADHD?

What is the relationship between diet and Attention Deficit and Hyperactivity Disorder (ADHD)? Can
certain dietary choices help mitigate some of the symptoms of ADHD? Can what a person eats help
improve focus and attention, and reduce restlessness and hyperactivity?

There’s no scientific evidence that ADHD is caused by poor eating habits. But dietary changes may at
least for some people help to alleviate symptoms. There’s a growing body of scientific and
anecdotal evidence suggesting that eating better can improve mood stability, enhance mental focus,
and increase stamina.

Diet can have powerful effects on energy levels and behaviour. And certain eating habits are more
supportive than others of brain health. Whatever is good for the brain—and positively affects
behaviour—is likely to be helpful in managing ADHD.

So, while restricting some foods( sweets, milk and wheat) not be a cure-all, certain changes in
diet can make a big difference for some people suffering from ADHD. While there’s no substitute for
behavioural therapy and (in some cases) medication, paying attention to nutrition and taking
dietician help is also an intelligent strategy.