DSM-IV Diagnostic Criteria for ADHD

The year 2000 Diagnostic and Statistical Manual for Mental Disorders (DSM-IV-TR) provides criteria for diagnosing ADHD.

The year 2000 Diagnostic & Statistical Manual for Mental Disorders (DSM-IV-TR) provides criteria for diagnosing ADHD. The criteria are presented here in modified form in order to make them more accessible to the general public. They are listed here for information purposes and should be used only by trained health care providers to diagnose or treat ADHD.

DSM-IV Criteria for ADHD
I. Either A or B:

1. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:

Inattention

1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
2. Often has trouble keeping attention on tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
5. Often has trouble organizing activities.
6. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
8. Is often easily distracted.
9. Is often forgetful in daily activities.

2. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:

Hyperactivity

1. Often fidgets with hands or feet or squirms in seat.
2. Often gets up from seat when remaining in seat is expected.
3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
4. Often has trouble playing or enjoying leisure activities quietly.
5. Is often "on the go" or often acts as if "driven by a motor".
6. Often talks excessively.

Impulsivity

1. Often blurts out answers before questions have been finished.
2. Often has trouble waiting one's turn.
3. Often interrupts or intrudes on others (e.g., butts into conversations or games).

2. Some symptoms that cause impairment were present before age 7 years.
3. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).
4. There must be clear evidence of significant impairment in social, school, or work functioning.
5. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

Based on these criteria, three types of ADHD are identified:

1. ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months
2. ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months 
3. ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

ADHD is a non-existent problem

It is generally accepted to consider ADHD as a medical / pedagogical problem, which needs to be corrected / treated. This treatment is represents by three components: the normalization of the family situation, psycho-correction, and the drug treatment. Medications which are uses to treat ADHD are mainly related to a group of stimulants, as additional therapies are uses sedatives, antidepressants and antianxiety medications.

The result of this treatment (if any results are achieving (60%)) - “zeroing personality." The child becomes convenient to use in school, he has opportunity to focus on the subjects prescribed to concentrate, but miss his own personality and talent. Unlikely, this child will become a professor (and if he will, it means, initially he was destined to be a Nobel laureate), but he will finish a school like everyone else. A child, who cured from his hyperactivity, will never becames the super avant-garde artist or the creator of the new trend of music, the inventor of cancer cure. 

I want to present my personal opinion, based on the careful studying of the theory and work with children and adolescents, attitudes toward ADHD, as a non-existent problem. The problem is certainly exists, it’s not in our children, but it’s in our misunderstanding of their individuality because the global educational system intended to the average intellect person.

According to my opinion, children diagnosed  ADHD are extraordinary, talented, highly spiritual, brilliant kids - potential geniuses.

Some of them, very small percentage, are lucky. For some reason (family tradition, wise neighbor, the request of the child), parents are discovers (guess) the direction of his talent. For example: to  give the child a violin. And… grows a great musician. But, unfortunately, the probability of  "getting to the point " incredibly small. Most potential geniuses don’t get ” his violin” ...Parents force them to solve the arithmetic tasks, and lament about the absolute lack of mathematical ability.

Attention Deficit 

The known fact, that children with "attention deficit" may hold their attention on the thing, that they are interested in for hours.  Even not so an interesting  task,  can attract them, when it comes to competition, playful way, the design tasks in the form of the project. It is also known (no offense to other teachers be said) that children can concentrate a long time on the lesson of his favorite teacher. If you ask them about the reason, they will answer you: "He’s interesting tells, he understands me, he knows what I need."

Hyperactivity

No one of parents does not dreaming about  sluggish, sedentary child ... Where is passing the golden mean between a healthy, active  child and hyperactivity, scourge of the modern teacher? What's the difference? In my opinion, physically non healthy child becomes an hyperactive one . Activity -is signs   of biochemical, electrolyte, water, protein balance. Hyperactivity, this is the unbalanced activity.

Impulsiveness

The most beautiful and talented things in the world created by momentum, impulse, a flash of inspiration. The soul communicates with us through the subconscious. Only the idea arose by the impulse, the first association, which came without thinking, are related to the soul. Next one - is the product of the brain. But the product of the brain work  naturally based on the society ideas, has no clean substantial originality. The child, who screamed an answer before he heard the question? What is it? Break of discipline or the flight of association?  To stop him, or  listen to the shout of genius soul?

Well, I hope that my basic idea is clear enough. There is not necessary “to cure" our children or correct their behavior. But learn to live side by side with our superman, to communicate with them, and understand them, viewing the world by their eyes. We must learn to let them growth up, to be proud by them, enjoying by the parent’s happiness with our happy children.  Didn't you hear in my sentence the words "education" and "studying"? That's right! They weren't there! Because the best  we can do for them, is to stop educate them. Of course, they need our help. They appeared in this world, at the time the world is not ready to accept and understand them. They are standing before necessity to learn how  to interact with this world. We can help them to do it. We can help them to understand us. We express our ideas verbally, but not telepathically as many of them do. We know some about many things, we hold an illusion of reality. These children adapt to the life, learn to combine the verge of parallel worlds - their future world and ours actual one. They adapt to our manner of transmission and receive of information, and they don't lose their individuality and their super abilities. It is possible, if they have support, understanding and from cleaver parents. At the same time, we are incredibly enriching our inner world, learn from them more variety of interactive opportunities, understand the world in his depth, we get new colors, sounds, ideas....

I refuse to call our children "hyperactive" categorically. I have another, more suitable definition for them - Great Potential Children.

For consultation contact  me

www.homedicine.com

What is ADHD?

Attention Deficit Hyperactivity Disorder (ADHD) - the most common explanation of  the behavior and teaching problems of older preschool and school age children, the difficulties associated with  children’s communication, and tearing away an unusual children  from educational system .

The main manifestations of ADHD, as described in the medical and educational literature, includes attention deficit, impulsivity and hyperactivity .

Attention Deficit

The fans of the classical approach to the problem names the failure to keep the attention on uninteresting to a child (or already not a child) things, distractibility, restlessness - attention deficit.

Hyperactivity

Hyperactivity - means somewhat inconvenient to others, especially to educators and teachers, physical activity of the child. Within growing up , it often turns to restlessness and nervousness.

Impulsivity

Impulsivity is a habit to act quickly, without any strategy. Those children often scream an answer before they hearing the question during lessons interrupting the others. It is hard them to wait their turn during the game. Most brawlers have this future .

For consultation contact  me

www.homedicine.com