Can a child outgrow ADHD?

 

                            Can a child outgrow ADHD?

Attention – deficit hyperactivity disorder or ADHD is the term used to describe children whose ability to learn and profit from new experiences is impaired by their distractibility, impulsiveness, lack of concentration, restlessness, inappropriate talking and lack of regard for inappropriate situations.

There is no agreement between professionals regarding the aetiology of ADHD. It is viewed as a type of medical disorder rather than a pure behavioural problem. The neurological causes of ADHD may be related to the structure of the brain, chemical imbalances, some functions of the brain or combination of these and other factors. Poor diet and poor parenting could be the underlying cause of the disorder.

New findings that ADHD may stem from a developmental delay that children could outgrow, rather than a cognitive deficit, have raised questions for parents of the 4.4 million children diagnosed with the disorder worldwide. The National Institute of Mental Health study, compared brain scans of children with or without the disorder. The brains of children with ADHD appeared to develop normally but more slowly, lagging an average about three years behind other children.

Scientists have long suspected that ADHD may be tied to delays in brain development. In a new study, biological differences were most evident in the cortex, the part of the brain that governs attention, planning and judgement. On an average, in children with ADHD, thickening of the cortex appeared to peak at age 10.5, compared with age 7.5 in children without the disorder. “They are not bad, not lazy, not unmotivated. They don’t have bad parents. They just have a developmental lag”.

While a lot of people with ADHD do improve with age, as many as two thirds still have symptoms of the disorder which persists into adulthood. Among possible explanations: There may be more than one genetic variant of the disorder, or perhaps some kids with ADHD have other conditions that are responsible for their symptoms.

The primary problem may be a learning disability. Researchers say that once the cortex thickens, kids get better, but if they have ongoing, undiagnosed problems, their symptoms may persist.

It is proved that a well-defined sequence of assessment and interventions are useful.

• Ø Administering standardised tests, such as IQ, achievement and continuous performance.
• Ø Conducting direct observations in several settings including school, community and home if possible.
• Ø Interviewing the parents and child
• Ø Conducting a medical evaluation
• Ø Integrating all the data
• Ø Giving feedback and recommendations to the team.

Intervention with Occupational Therapy, Behavioural Therapy and/or medications is important so that children don’t fall behind academically or develop secondary problems, such as anxiety or low self-esteem.

Delay in intervention is always worrisome. Whether medication is appropriate depends on careful evaluation of a child’s symptoms, environment, relationships and demands placed on him.

Parents frequently question that would it help to hold a child back in school so that he can catch up?

There is no need to hold back a child only for academic reasons alone. But, if a child is feeling left out and is socially or emotionally behind his peers, it may benefit him to stay back a grade.

Isn’t there a way to help nudge the development process along?

Adolescent brains are structurally different from children’s brains, and there is no known way to speed up the growth process, what does help many children is a combination of medication and therapy. Working closely with parents, teachers and physicians to help a child work through academic and social weaknesses is necessary. Psychological counselling helps the student understand and cope with ADHD and the negative effects that often result even before the problem is recognised. It is most effective when the child’s family is also involved. Provide for an environment at school which enhances the chances for such students to succeed. Teachers need to permit students to move when possible and work where they can be most effective.

Occupational therapists use a technique called sensory integrative therapy to help kids with ADHD who have sensory processing disorder. In this technique, the therapist helps to reorganize the child's sensory system, using:

• Deep pressure
• Rhythmic, repetitive movements
• Different textures for the child to touch
• Listening therapy to help with sensitivity to sounds

O T helps best in treating weaknesses in coordination and organization.

ADHD is often genetically inherited. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents too.

For a child with ADHD, consistency is vital. By using a supportive and structured approach, challenging behaviours can be limited, and the child can flourish.

 

By

Dr. Mona Shah

Occupational Therapist , Clinical Psychologist