Demystifying A Diagnosis of ADHD, What Parents Need to Know
ADHD stands for Attention Deficit Hyperactivity Disorder. ADHD typically manifests before the age of 12 and affects behavior inhibition, sustained attention, the ability to resist distraction, and self-regulation of one’s activity level to match a given situation.
ADHD originates through neurological variation; it tends to run in families and is extremely heritable (between 77-88%).
The challenges associated with ADHD present along a spectrum, so the difficulties experienced by a parent with an ADHD diagnosis may vary drastically from the difficulties experienced by their child with the same diagnosis.
There are three forms of ADHD:
- Inattentive (used to be called ADD) – typically calm in their bodies and busy in their minds
- Hyperactive - more readily diagnosed presentation and often the subtype people most associate with ADHD
- Combined - the vast majority (70%) of individuals with ADHD are diagnosed with a combined presentation
Misconceptions About ADHD
In addition to the misconception that ADHD is more prevalent in males, there are many other inaccurate beliefs and assumptions about ADHD.
- If you have ADHD, you can’t pay attention – In reality, individuals with ADHD often pay too much attention to the “wrong” things at the “wrong” time. For people with ADHD, this misalignment of attention leads to workplace difficulties and risks of accidents. There are times when this hyperfocus is helpful, but not usually in the traditional academic setting since people with ADHD can’t choose when to “turn on” their hyperfocus.
- Your child will “outgrow” their ADHD – 70% of kids with ADHD experience symptoms as teens, and 50% experience symptoms as adults. Individuals who go into careers that leverage their ADHD or find partners whose strengths complement or compensate for their challenges may experience fewer symptoms.
- Medication can “cure” ADHD – As with all neurodivergence, ADHD can be managed but not cured. The stimulant medications used to modulate the effects of ADHD manage symptoms temporarily and allow the individual time to build effective compensatory strategies by offering them a period of increased regulation.
Research suggests that intervention (i.e., explicit instruction in executive functioning and self-monitoring strategies) is most successful when implemented alongside a medication regimen. It is important to note that finding the right medication at the right dose is a constant, ever-changing process, especially with children and adolescents.
Dr. Ned Hallowell, a noted psychiatrist and expert in the field of ADHD, describes the brain of an individual with ADHD as “like having a race car brain with bicycle brakes.” High cognitive power with very little control can be a huge asset, leading to inventive and artistic thinking as well as creative problem-solving, but it also comes with significant difficulties navigating societal demands.
Potential impact of untreated ADHD
- Problems with executive functioning
- Relationship difficulties
- Difficulties with work
- Mental health difficulties
- Risks to health and safety
Students with ADHD benefit from teachers and environments that understand them and can accommodate what they need to learn successfully.
Common accommodations for students with ADHD include:
- Regularly scheduled breaks (brain breaks and movement breaks)
- Chunking productive work time and frequent changes between tasks or demands
- Extended test time in distraction-reducing testing environments
- Offering opportunities for sensory stimulation (i.e., fidgets, flexible seating)
- Minimizing extraneous distractions in the environment (i.e, removing ticking clocks or buzzing light bulbs; adding sound-dampening wall coverings, comfortable seating, and adjustable lighting)
- Preferential seating near the point of instruction and away from distracting peers and high-traffic areas (like doors or windows)
- Minimizing the number of questions or problems per worksheet
- Adjusting expectations for completed assignments (i.e., give credit for work done late or partially completed, evaluating for content not neatness)
DVFriends faculty is experienced in teaching students with ADHD, and the above accommodations are regularly used in classes and tailored to individual student learning styles and needs.
If you are unsure if DVFriends serves your student's learning profile, please contact the Admissions Office to speak to Jim Miller or Kavitha Patel.
Kavitha Patel
Assistant Director of Admissions, Director of Financial Aid
(610) 640-4150 x2120
Assistant Director of Admissions, Director of Financial Aid
(610) 640-4150 x2120