ADHD is one of the most common childhood neurodevelopmental disorders, that often persist into adulthood. ADHD is known to have direct and negative impacts on children/youth, their families, and their community. There is evidence to suggest that a failure to identify and diagnose ADHD prevents children and their families from getting the support they need to achieve their full potential in academic and social settings (Faraone, Sergeant, Gillberg, & Biederman, 2003). Other studies suggest that untreated behavioural problems pose significant sociocultural, academic, employment, relationship, and life coping skill deficits (Waite, Vlam, Irrera-Newcomb, & Babcock, 2013).
Are you curious about whether you or your child has Attention Deficit Hyperactivity Disorder (ADHD)?
If you’ve noticed that you or your child is easily distracted, often blurts things out, interrupts others, has trouble standing still in lines or sitting still, or has difficulty with organization and goal planning, you may have wondered if you have ADHD.
What is ADHD?
ADHD is one of the most common childhood neurodevelopmental disorders, that often persist into adulthood. ADHD is known to have direct and negative impacts on children/youth, their families, and their community. There is evidence to suggest that a failure to identify and diagnose ADHD prevents children and their families from getting the support they need to achieve their full potential in academic and social settings (Faraone, Sergeant, Gillberg, & Biederman, 2003). Other studies suggest that untreated behavioural problems pose significant sociocultural, academic, employment, relationship, and life coping skill deficits (Waite, Vlam, Irrera-Newcomb, & Babcock, 2013).
Many ADHD symptoms are associated with problems with executive functioning. Executive functions are brain-based skills required to plan and direct activity and to regulate behaviour. They are distinct yet interrelated skills necessary for the cognitive control of behavior, organizational abilities, and self-regulation, and are critical in the development of social skills. Key executive function skills include inhibitory control, working memory, emotional control, sustained attention, task initiation, planning/prioritization, organization, time management, goal directed persistence, flexible thinking, and meta-cognition.
There are many treatment options available for children and adults who may fit criteria for ADHD. However, in order to access the appropriate treatment avenue, it’s important to understand whether the challenges are indeed associated with a diagnosis of ADHD. A psychoeducational assessment examining attention and executive functions can help determine whether you or your child meets diagnostic criteria for ADHD. For more information, contact Dr. Droucker.
What does an ADHD assessment involve?
A psycho-educational assessment, with a specific query for the presence of ADHD, involves clinical interviewing, standardized testing, review of relevant documents/reports, observation, and questionnaires. Information is gathered through the use of direct testing measures (cognitive abilities, executive functioning, academic and language skills - where appropriate) and rating forms completed by the client, parent(s)/guardian(s), and teachers, or family members, depending on the age of the client.
Read more about assessment here.
Resources:
- Children and Adults with Attention-Deficit/Hyperactivity Disorder
- The Centre for ADHD Awareness, Canada (CADDAC)
- Canadian ADHD Resource Alliance
References:
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Barkely, R., Faraone, S.V., Sergeant, J., Gillberg, C., Biederman, J. (2003). The worldwide prevalence of ADHD: Is it an American condition? World Psychiatry 2,104–13.
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Waite, R., Vlam, R.C., Irrera-Newcomb, M., Babcock, T. (2013). The diagnosis less traveled: NPs’ role in recognizing adult ADHD. Journal of the American Association of Nurse Practitioners, 25 (6), 302-308.
