Phillips-Symptoms & Impact of ADHD

 Symptoms & Impacts of ADHD




What are the typical symptoms of ADHD?

ADHD (Attention-Deficit Hyperactivity Disorder) is defined as an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development (National Institute of Mental Health, 2021). Individuals who are dealing with ADHD typically have symptoms of inattention, meaning there may be difficulty with focusing on certain tasks such as schoolwork for example. There are others who may just experience symptoms of hyperactivity-impulsivity such as fidgeting while sitting in class. With there being people who may experience symptoms of either inattention or hyperactivity-impulsivity, there are individuals that can show symptoms in both areas. If someone were to be curious on what symptoms occur within each area, this is what that person could look for.

Inattention Symptoms

  • Overlook or miss details and make seemingly careless mistakes in schoolwork, at work, or during other activities

  • Find it hard to follow through on instructions or finish schoolwork, chores, or duties in the workplace, or may start tasks but lose focus and get easily sidetracked

  • Avoid tasks that require sustained mental effort, such as homework, or for teens and older adults, preparing reports, completing forms, or reviewing lengthy papers

  • Not seem to listen when spoken to directly


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Hyperactivity-impulsivity symptoms

  • Fidget and squirm while seated

  • Talk excessively

  • Interrupt or intrude on others, for example in conversations, games, or activities

  • Run, dash around, or climb at inappropriate times or, in teens and adults, often feel restless

  • Be constantly in motion or on the go, or act as if driven by a motor



These symptoms of both areas are what may commonly appear when someone is diagnosed with ADHD and this can occur within children early on. ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood (National Institute of Mental Health, 2021). Symptoms of ADHD can be mistaken for emotional or disciplinary problems or missed entirely in children who primarily have symptoms of inattention, leading to a delay in diagnosis. Without having an early diagnosis, there is a also a delay in treatment for individuals as they get older such as medication or psychotherapy. 



Developmental/Cognitive Impact

While ADHD can detected as early as the age of 3, there are some changes that occur in one's development as they get older. The general overview of ADHD involves delays in how well a person is able to control, or regulate, his or her own attention, behavior and emotion (Fields & Wolfe, 2018). Self-regulation throughout age can improve but someone diagnosed with ADHD will always be behind peers who are the same age and who do no have ADHD. Due to the delays in self-regulation, children and adolescents will have difficulty meeting daily expectations as their age increases. Expectations in academics can become difficult, therefore having an impact on their cognitive skills. Within academics, children and adolescents are expected of  managing more complex and longer-term tasks; keeping track of assignments; working and staying focused on classwork/homework for an extended period of time. Someone with ADHD is more than likely to have trouble with their academics due to the delay in their self-regulation in terms of staying focused. This can be associated with the impairment one's cognitive function when dealing with ADHD. Impaired cognitive development is also reported to be associated with ADHD. The domains of cognitive function that are often impaired in ADHD include those relating to executive functions, such as impulse control and working memory, as well as non-executive functions, such as memory and reaction time (Coghill et al., 2018). 








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Emotional Impact

When it comes to emotions of an individual with ADHD, there can be an impact on how one is able to manage the many emotions involved. People with ADHD feel the same emotions just as someone without ADHD does, the issue is managing the emotions because they can feel more intense. People with ADHD may then become overwhelmed with discouragement, frustration, or anger. People with ADHD may also give up quickly on whatever task they may be doing due to the overwhelming feeling of their emotions. There is also the avoidance of interacting with others because others who do not have ADHD may not understand the feelings of the individual with ADHD, therefore making interaction difficult and overwhelming for the individual. 



















References

Coghill, D. R., Banaschewski, T., Bliss, C., Robertson, B., & Zuddas, A. (2018, January). Cognitive function of children and adolescents with attention-deficit/hyperactivity disorder in a 2-year open-label study of Lisdexamfetamine Dimesylate. CNS drugs. Retrieved September 21, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5843702/#:~:text=Impaired%20cognitive%20development%20is%20also,and%20reaction%20time%20%5B10%5D.


Fields, B., & Wolfe, L. (2018, May 31). ADHD changes in children as they grow and develop. Nationwide Children's. Retrieved September 21, 2022, from https://www.nationwidechildrens.org/family-resources-education/700childrens/2018/05/adhd-as-a-child-develops


National Institute of Mental Health. (2021). Attention-deficit/hyperactivity disorder. National Institute of Mental Health. Retrieved September 21, 2022, from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd 



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