I’m not gonna lie, completing this ADHD certification and writing these posts has driven me down a rabbit hole. “Do I have ADHD? Does my son have ADHD?”
While he is a 7-year-old, his past teachers have mentioned focus issues and recently, he’s been forgetting items to either take to school or bring back home. Is this something I need to be concerned about or is this just an age-appropriate phase?
For Patti, ADHD runs in her family. So even though she does not have a diagnosis, she has been on the lookout for flags since the beginning. You can imagine how these coffee chats have gone between us…
If you suspect your child’s inattention or impulsivity may be more than the norm, or you notice that it’s affecting parts of their daily routine, here’s what you can do.
Find the flags. Have you seen any of the following with your child?
Preschool–grade 2 ADHD symptoms:
- Has trouble following directions like “Put your socks and shoes on”, or may need to be told directions multiple times
- Constantly talking or fidgeting, especially during quiet activities
- Rushing through tasks and activities
- Grabbing items without permission
- Difficulties recalling what they just learned or read
- Becoming upset or angry over minor things (literally crying over spilled milk)
Grades 3–7 ADHD symptoms:
- Putting off tasks, like doing homework or putting away their laundry
- Turning in messy assignments with careless mistakes
- Working slowly and not finishing in a reasonable amount of time
- Earned the title of “class clown”
- Becoming restless when activities or discussions aren’t interesting to them
- Saying or doing things without the thought of consequences
- Difficulties following directions with more than one step
Take notes regarding your child’s behavior, keeping tabs of when and where they’re happening.
Connect and corroborate. If you’re noticing things at home, it may also be happening at school…or during piano lessons or at grandma’s house. Find out if what you’re seeing is also happening in other settings.
Try some strategies. Some management methods for ADHD symptoms are universally helpful. Everyday strategies include: reward systems, outdoor play, movement/exercise, less screen time, sufficient sleep, and a healthy balanced diet. Implement these approaches consistently and take note of any changes.
Tracking your kid’s actions allows you to see a pattern and present a clear picture regarding any areas of concern. It’s best to maintain a log of your observations, discussions with others, and what strategies you’ve tried for at least 6 months.
Diagnosing ADHD
With all the intel you’ve gathered on your child, you can present your concerns to your pediatrician. Remember that the ADHD diagnosis will only be considered if the behaviors occur:
- Frequently and are inappropriate for children their age
- Over an extended period (at least 6 months)
- In at least two settings, like home and school
Aside from pediatricians, clinical psychologists, psychiatrists, and social workers can give a formal diagnosis. Most school psychologists are not authorized by their school districts to do so. However, they can help identify that a child is showing symptoms of ADHD, determine if their symptoms hinder their school functioning, and make recommendations for academic support. They can also refer families to an outside mental health professional for an official testing/diagnosis.
To make an accurate diagnosis, a clinician relies on reports and questionnaires from parents and other adults who are familiar with the child’s behavior. There are also assessments to measure the frequency of certain behaviors or ability to perform tasks. While the process may only take one to three hours, the diagnosis should not be made in a quick office visit based solely on a report that a child is overly active, distracted, or having trouble concentrating in school.
Diagnosis Received. Now What?
- Talk with your child about it. Some kids may be relieved to know that there’s a reason for their actions while others may freak out and think something is terribly wrong with them. Let your kid drive the conversation and help them figure out what the label means to them. Be reassuring, but honest.
- Look into treatment options, such as behavioral therapy and/or medication.
- Notify the school. With an ADHD diagnosis, kids can obtain formal supports through either a 504 plan or an IEP (Individualized Education Program).
This is our friendly reminder that ADHD is common and not within a parent’s control. This is a neurobiological developmental disorder where enough genetic expressions occurred to warrant a diagnosis. Your child is still amazing and, with the diagnosis, can receive the proper tools they’ll need to succeed.
Reframing ADHD
The ADHD brain is built differently, but that’s not necessarily a bad thing. Many successful and well-known entrepreneurs, athletes, actors, musicians, and politicians have ADHD and they live their lives just fine. The traits that make it difficult to function in everyday life can be the same ones that allow them to excel in many situations.
These include:
- Hyperfocus. This is the ability to remain engaged in a task for hours while tuning out extraneous stimuli. This is particularly true with activities they find enjoyable, interesting, and meaningful, churning out quality results.
- “Built for the storm.” Because the dopamine levels are lower in those with ADHD, they tend to be calmer during high-stress situations. Also, a recent study has found that the ADHD brain is apt to produce more theta brain waves (neural electrical currents indicating deep relaxation). This overabundance may also explain why they can stay calm under pressure.
- Creativity. People with ADHD are able to view situations differently, offering different and unconventional perspectives and solutions. Multiple studies have confirmed that the ADHD brain is a more creative thinker than the norm.
- Socially connected. A 2018 study suggests that people with ADHD have higher levels of social intelligence, humor, and empathy. This allows them to have greater “social success” in sparking conversations in a multitude of settings.
- Guts and spontaneity. Impulsivity can translate to spontaneity. While many may consider the pros and cons of situations, those with ADHD just jump right in and see what happens. That exhibition of courage may allow others to follow suit, trying something new outside of their comfort zone. The unknown and unpredictability can cause a rush of brain chemicals that not only boost mood but create memories as well.
- Strength and agility. Children with ADHD are typically movement seekers and become regulated when given the chance to move their bodies or play outside. That also gives them opportunities to physically challenge themselves. This results in increased strength, coordination, and body awareness, making them natural athletes and adventurers.
- Detail-oriented. The ADHD brain can have trouble filtering out unnecessary environmental information, but that grants them the ability to notice things others don’t. They may see things are slightly out of place, notice a faint change in facial expression, or feel that “something isn’t right”.
If we view symptoms as we do temperament traits, we realize that there is no such thing as a “bad” or “good” trait. Rather, knowing what motivates and guides your kid will help them create positive experiences and build their executive functions.
By re-examining our perception of ADHD, we can view it as something special rather than to be ashamed of. Many experts like to call these ADHD traits superpowers as kids need to learn how to control them and use them when necessary.
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