ADHD, or attention deficit hyperactivity disorder, is a behavioral condition characterized by
difficulties in paying attention, controlling conduct, and excessive activity that is inappropriate
for a child's age. Observations from teachers and other school personnel are commonly used to
diagnose ADHD in school-aged children. Hyperactivity is common in preschoolers, whereas
older children suffer from inattention and hyperactivity-impulsivity, leading to poor academic
performance. Many teachers find it challenging to control their classroom when children
misbehave. These children are more likely to have undiagnosed ADHD or a variant of the illness
(Tran, 2021).
For children to be diagnosed with ADHD, the following conditions must be met: 1. Six or more
symptoms of inattention and hyperactivity-impulsivity were present for the past six months. 2.
Enough symptoms are present in two or more settings (e.g., at school and home). 3. Symptoms
interfere with or reduce the quality of social, school, or work functioning (APA, 2022).
Treatment for this condition presents two options: pharmacological or non-pharmacological.
Both work in controlling the symptoms. In the case of children, parents can consider the
pharmacological approach, but it's important to remember that the effectiveness may not be as
high as that of psychotherapy. Medications, while they can help control and alleviate symptoms,
do not foster the child's self-control, behavior, or self-esteem. As the child is of school age, their
interactions with other children may bring their symptoms to light. It's crucial to understand that
using medication for children is often a long-term commitment. Families and communities need
to grasp the child's condition fully and the medication being used. Treating children can have
significant financial implications, and parents may need support in managing the economic
aspects of treatment (Knopf, 2021).
Psychiatric interventions, which include behavior-oriented peer interventions, behavior-oriented
parent and teacher training, and training on social skills development, offer a beacon of hope.
Combining these interventions makes treatment comprehensive and more effective, leading to
positive outcomes. This approach teaches children to control their behavior and self-regulation,
improve their attention, and perform better in class. By choosing psychotherapy, parents can
actively participate in their child's treatment, helping them learn how to manage their symptoms
rather than simply suppressing them. Educators play a significant role in the management of
ADHD. They can benefit from behavior management training, which equips them with the
necessary skills to encourage and reward positive behaviors in students with ADHD effectively.
This training focuses on providing rapid and positive feedback for desired behaviors while
actively addressing and redirecting undesirable behaviors. Stress management techniques are
also emphasized to help teachers effectively navigate impatience when working with children
with ADHD. Furthermore, educators can enlist the support of a classroom helper to establish
explicit norms and routines for students with ADHD, ensuring they receive the additional
assistance they require. By offering choices, leveraging visual reminders, promoting active class
engagement, facilitating hands-on learning, and assigning suitable tasks based on the student's
skill level, teachers can create a more inclusive and supportive learning environment for students
with ADHD (Gregorio & Fernandes, 2021).
The prognosis of ADHD varies depending on the age of the individual. Symptoms often persist
into the teenage years, impacting social and academic aspects. Early intervention is crucial, as it
encourages a proactive approach to managing ADHD. Treatment, including behavioral therapy
and medication, has been shown to improve symptoms and decrease the risk of substance use.
Untreated ADHD can lead to ongoing dysfunction and serious consequences (Leffa et al., 2022).
References
American Psychiatric Association. (2022). Neurodevelopmental disorders. (2022). Diagnostic
and Statistical Manual of Mental Disorders.
[Link]
Gregorio, J., Ferreira, R., & Fernandes, A. S. (2021). The Perception of Primary School Teachers
Regarding the Pharmacotherapy of Attention Deficit Hyperactivity Disorder. International
Journal of Environmental Research and Public Health, 18(12), 6233-.
[Link]
Knopf, A. (2021). Behavioral treatments effective for children with ADHD. The Brown
University Child & Adolescent Psychopharmacology Update, 23(8), 1–3.
[Link]
Leffa, D. T., Caye, A., & Rohde, L. A. (2022). ADHD in children and adults: Diagnosis and
prognosis. New Discoveries in the Behavioral Neuroscience of Attention-Deficit Hyperactivity
Disorder, 1–18. [Link]
Tran, T. (2021). Diagnosis of Attention Deficit/Hyperactivity Disorder in Children and
Adolescents: A Helpful Guide. Pediatric Nursing, 47(4), 202–207.
