Attention deficit and hyperactivity disorder (ADHD) is the most common childhood and juvenile behavioral pathology, although a few years ago the prevalence of ADHD was estimated at 4%-6%, the latest epidemiological studies give figures of around 20%, and even the most prudent put prevalence above 10%.
How to detect ADHD symptoms in a child?
Preschool-age children tend to show often behaviors or symptoms that we associate with ADHD, such as lack of attention or impulsivity and hyperactivity, as part of their normal development. A gradual number of them begin to stop doing such behaviors, but children suffering from ADHD continue to maintain them, this difference being increasingly clear throughout their evolutionary development.
As parents, we should be concerned that our son or daughter may have ADHD when these symptoms are dysfunctional, that is, they affect the academic, social, or emotional performance of the child. It is easier to observe in the school environment because academic demands and demands are greater and require greater attention, self-control, and motivation than in other environments. At home we can see for example that it is almost impossible for him to focus on a workbook or can only do so for a short period, even if we try to help them, we can also note that they are always restless, they find it difficult to wait their turn, or that they have conflicts with the same due to their difficulties in controlling their impulses.
How to perform with children with ADHD?
If you suspect or notice that our children’s day-to-day lives are being affected by any of these behaviors, it is important to be able to consult with experts, and thus clarify whether the child’s behavior is preventing it from functioning properly in more than one environment and therefore requires specific support, guidelines or treatment. Thus, we must be alert when attentional difficulties both focus and sustaining (care deficit), excess motor activity (hyperactivity), and poor control of verbal impulses and/or motors (impulsivity) affect the functionality and performance of the individual in his daily life.
Both in the disorders we call neurodevelopmental disorders, and in other mental disorders, there are several common clinical characteristics such as the alteration of emotions, behavioral changes, repercussions on social functioning, or attentional difficulties, among others. To differentiate these characteristics it is important to make a good differential diagnosis because depending on this diagnosis we will be able to offer resources and treatments that benefit the child who suffers from it. What is important is to go to an expert, trained and with the knowledge and tools necessary to carry out this type of evaluation.
Not all children manifest ADHD in the same way, with the same symptoms and identical difficulties. In this sense, as parents, it is important to try not to generalize, and to be very aware of who and what our son or daughter is like. Take into account your history, personality, and abilities. Understanding how it is and what happens to our son or daughter is a key element in the evolution of this disorder. One of the first steps is to focus on knowing their interests, what they like best, and what they enjoy most. Depending on the characteristics of our son or daughter, we will think about how we can contribute to their improvement, taking into account the very important role that motivation plays in all this.
Cognitive stimulation
Proposals to contribute to cognitive stimulation and maintenance of care from home:
- Give the rules in a patterned, clear, and simple way. If you do not remember them, we can accompany them by re-verbing them or with the help of external visual support.
- To help in conflict resolution: that is to say, thinking together with their solutions and ways of solving the problems in which they find themselves without reaching punishment or guilt.
- Help them structure the study time. Develop work routines that suit the needs of each other.
- Structure pauses between the tasks that are most stressful to them doing some rewarding activity or relaxation to re-pretend the task with less anguish and more interest.
- To allocate a place in the house for the performance of schoolwork. Decide and organize it jointly with our son or daughter.
- Don’t push them, give them time to organize their thoughts and finish their work.
- Avoid the systematic correction of all your mistakes.
- Table games maintain mental agility and are good alternatives that work care and other cognitive skills, as well as encourage joint care.
- Use time measurements: have a watch on the study or wristwear site and train it in its use. We can also use chronometers or sand clocks that allow you to be more aware of the passage of time.
- Helping to use the school agenda properly: establishing a regular place to take it and a place to leave it both at home and school, setting a daily moment in class to schedule the agenda, and a time at home to review it. It can also be useful to mark the tasks with colors (exams, jobs, purchase material, etc.)
Nor do we have to forget that children who suffer from this disorder often carry great mental suffering with them, are more irritable and in a bad mood, seeing themselves as less intelligent and unable to face long-term projects with any chance of success. All these feelings that appear in the individual are also supported through lower academic results and low chronic performance having the constant need for extracurricular reinforcements.
They are infants and adolescents who can sometimes assume the role of rebellious children or leave school to stop being the target of criticism of their reference figures, as they often also end up feeling the reason for discord in the family nucleus. Hence, children and adolescents with ADHD often have self-esteem affected by constant criticism and calls for attention for their behavior, so misleading, because of their low school performance… Their attitude and difficulties flood the opinions of the adults with whom they relate, being uncommon to remind us to admire their virtues and strengths.
Good development of self-esteem
Proposals for the good development of self-concept and self-esteem in our children:
- Show him a proper picture of himself. The first opinion rests on the image offered by its closest figures.
- Let them be themselves. It offers a safe and quiet climate where they can express their self in confidence, without fear or shame.
- The development of their autonomy is also very important. Let me do things for yourself, let him be.
- Bring your feelings to him and accompany them to find out that they are loved, accept them as they are.
- Allow him to have new experiences and to mistakes without fear of receiving negative consequences, where he does not have to protect himself, distorting the vision and appreciation of himself.
Take into account each child’s special skills, endowments, or interests when performing tasks or jobs.
Surely many times we will observe in them behaviors that despair us, that we do not understand and that transcends the limits, but that is where as adults we cannot afford to lose sight of that they are the ones who suffer and therefore need our support and understanding, so that what they do not see of themselves, we can teach it to them.
Disclaimers: This information does not in any case replace the diagnosis or prescription by a doctor. It is important to go to a specialist when symptoms occur in case of illness and never self-medicate.