Introduction
Developmental disorders are chronic conditions that disorient the normal processes of cognitive, psychological, and social growth. Psychologists rely on various tools and competencies to diagnose such diseases and provide timely instructions to guide teachers and parents whenever dealing with affected children. Attention-deficit/hyperactivity disorder (ADHD) is a common neuro-developmental illness that is emerges in childhood and continues to interfere with the person’s normal functioning in adulthood. A proper analysis and understanding of ADHD can guide parents and teachers to secure the best support for more patients and guide them to achieve most of their life goals.
Disease Definition, Signs, and Symptoms
Different agencies and scholars in developmental health have presented various definitions of ADHD. However, the simplest version identifies it as a chronic illness whereby the affected person record difficulties maintaining attention or shows excess impulsiveness and hyperactivity (de Milander et al., 2020). ADHD could be diagnosed even when a child is less than a year old (Watters et al., 2017). In most of the cases, affected individuals exhibit this psychological condition in three different ways. The first one, inattentive presentation, occurs when patients are unable to complete their duties, remain careless, and fail to follow outlined instructions. The second type, hyperactive-impulsive presentation, is characterized by fidgeting and excessive or unnecessary talk (Hinshaw et al., 2021). Some children might show signs of impulsivity and restless. Chances of recording personal injuries ad accidents tend to be extremely high. The third type is the combined presentation of the two first types described above.
Affected individuals might exhibit a number of signs that disorient their lifestyles and activities, such as reduced esteem, inability to maintain personal relationships, and trouble completing learning activities. In childhood, persons with this neuro-developmental condition might daydream, speak continuously, engage in risky behaviors, be unable to relate with other individuals, and forget fast (de Milander et al., 2020). In some cases, the affected children could be losing most of their belongings in school. The observation of most of these signs and symptoms should make parents worried and consider how they can offer the much-needed intervention.
Possible Causes
Just like most of the developmental conditions affecting humanity, ADHD remains a mysterious disorder since scientists are yet to find its real cause. However, Watters et al. (2017) observe that genetics could be the primary culprit when it comes to the development and progression of ADHD. Some studies have revealed that the condition has been observed in individuals with similar genetic backgrounds or family lineages (Hinshaw et al., 2021). Experts have gone further to identify other possible triggers of this condition, such as brain injury during early childhood and consumption of hazardous compounds, such as lead.
Modern scholars are keen to examine a wide range of factors that might be directly associated with ADHD. For instance, Hinshaw et al. (2021) observed that pregnant women who abused tobacco or alcohol could increase their chances of giving birth to babies with various development disorders, such as ADHD. Watters et al. (2017) revealed that there was a possible connection between low-birth weight and the development of this condition. Children who were born prematurely could have higher chances of developing this condition. Additionally, investigators continue to pursue additional studies to examine the potential linkages between ADHD and poverty, environmental attributes, and parenting styles.
Diagnosis
Parents and guardians of children suffering from ADHD should consider some of the available options to support and make it easier for them to achieve their life goals. Before providing the necessary medical care, proper diagnosis is usually recommendable. Watters et al. (2017) reveal that the practice of identifying and testing the kind of ADHD a child exhibits is quite complex since several phases are involved. This attribute reveals that a single approach for diagnosing the condition does not exist (Shah et al., 2019). Such a challenge exists because there are numerous conditions associated with more or less the same signs, such as depression, increased anxiety, sleeping problems, and other developmental disabilities.
To deliver meaningful test results, involved professionals will begin by completing vision and hearing tests. This strategy is essential since it allows the psychologists to rule out physical impairments, such as blindness and deafness. In some cases, such conditions could result in behaviors and responses that are similar to those of ADHD. Having completed such an investigation, the expert will rely on the use of a prepared checklist to identify and classify the exhibited symptoms (Shah et al., 2019). The professionals will need to consider the child’s history and past experiences. The involvement of teachers, guardians, and parents is essential to ensure that the diagnosis made is accurate and capable of informing the most appropriate support mechanisms for the child.
ADHD Treatment and Management
The fact that ADHD is a developmental condition explains why psychologists should consider a personalized treatment approach based on the exhibited symptoms. According to Shah et al. (2019), experts can identify some medications to manage most of the recorded symptoms. They will then introduce behavioral therapy techniques to re-pattern the experiences of the beneficiaries. In young children, professional psychologists need to engage children’s parents to make the management process seamless and successful. Such experts should communicate with members of the child’s family members to remain supportive, engage in constant monitoring, and identify schools with personalized accommodation mechanisms (Shah et al., 2019). The involved stakeholders could make timely adjustments while embracing the power of behavioral therapy. The subsequent inputs in the management would be informed by the overall level of responsiveness.
After developing the best treatment plan for the specific child, parents can focus on his or her overall wellbeing and health outcomes. Such an approach will help in the management of stress and ensure that the child remains involved in activities that have the potential to trigger desirable behaviors. Some of the recommendable ones include the provision of healthy foods in the child’s diet and promotion of physical exercises. The activities and dietary intakes should be customized in accordance with the child’s age. Shah et al. (2019) discourage parents from exposing their affected children to mobile phones, handheld devices, and television time. They should monitor their patients’ sleeping habits to ensure that they are able to cope.
Conclusion
The above discussion has identified ADHD as a common developmental condition capable of disorienting a child’s overall behavior. A proper examination of the emerging signs could guide professional counselors and parents to distinguish the condition from depression and anxiety. With ADHD having no known cause, analysts have linked it to genetics and environmental factors. The consideration of personalized behavioral therapies, medications, diet, exercises, and continuous support could result in evidence-based ADHD management practices. The beneficiaries will be in a position to appreciate life and pursue most of their life goals.
Personal Reflection
After completing the above research paper, I have acquired additional ideas and insights regarding the issues surrounding ADHD. Being a psychological condition, most of the affected individuals will be in need of timely and personalized support. The exhibited signs and symptoms have the potential to disorient their lives, thereby being unable to achieve their objectives. Based on these arguments, a number of issues have emerged that professionals in different fields should take into consideration (El Banna, 2019). I have been keen to relate the issues surrounding ADHD and the challenges affected learners might encounter in the learning environment. It would be appropriate for teachers to provide additional support systems, assistive devices, and accommodations to meet their educational needs. The concept of inclusive classrooms appear to gain additional meaningful from this topic.
Similarly, medical practitioners and psychologists would have numerous challenges when trying to meet the medical demands of patients with ADHD. In such extreme cases, it would be plausible for involved professionals to form multidisciplinary teams comprised of behavioral and cognitive therapists, psychologists, pediatricians, and practitioners. I believe that the approach is evidence-based and capable of meeting the changing needs of these patients.
Such experts will present personalized treatment and condition management procedures that can deliver positive results. From a personal perspective, I believe that the consideration of these critical aspects will allow more people with ADHD to receive personalized and timely support (Shah et al., 2019). Such patients will find practical ways to solve their problems and lead high-quality and meaningful lives. Additionally, I would encourage scholars to pursue additional studies to learn more about ADHD and propose superior strategies to continue empowering most of the affected patients.
References
de Milander, M., Schall, R., de Bruin, E., & Smuts-Craft, M. (2020). Prevalence of ADHD symptoms and their association with learning-related skills in Grade 1 children in South Africa. South African Journal of Education, 40(3), 1-7. Web.
El Banna, A. E. (2019). Attention-deficit/hyperactivity disorder: Insights from DSM-5. International Journal of Psycho-Educational Sciences, 8, 25-29. Web.
Hinshaw, S. P., Nguyen, P. T., O’Grady, S., & Rosenthal, E. A. (2021). Annual research review: Attention-deficit/ hyperactivity disorder in girls and women: Underrepresentation, longitudinal processes, and key directions. The Journal of Child Psychology and Psychiatry, 63(4), 1-13. Web.
Shah, R., Grover, S., & Avasthi, A. (2019). Clinical practice guidelines for the assessment and management of attention-deficit/hyperactivity disorder. Indian Journal of Psychiatry, 61(2), 176. Web.
Watters, C., Adamis, D., Mcnicholas, F., & Gavin, B. (2017). The impact of attention deficit hyperactivity disorder (ADHD) in adulthood: A qualitative study. Irish Journal of Psychological Medicine, 35(3), 1-7. Web.