My child can’t sit still — is it ADHD?
Q: My child talks non-stop, is disorganised and impulsive, is easily distracted and has a short attention span. Could this be ADHD, and could my child do better with medication?
Dr Wright answers:
Inattention, impulsivity, disorganisation and always being ‘on the go’ are often seen as key indicators of ADHD or ADD, classified with various subtypes.
ADHD is a controversial ‘condition’ because it is diagnosed using inconsistent methods and is frequently treated with stimulant medications. Treating children with stimulant medications is controversial in itself. Further, ADHD is contested because beliefs about what actually constitutes ‘normal’ behaviour vary greatly. There are several contrasting perspectives about ADHD, because opinions about normality are socially and culturally dependent.
There are several perspectives and theories about ADHD. It stirs debate with parents, teachers, doctors, the media and politicians. Some people say that ADHD has genetic origins and is a brain abnormality; others, an environmental or a discipline problem; while others say that it is a purely socially constructed phenomenon and an example of the medicalisation of behaviour.
Parents commonly want to know if ADHD is ‘real’ or simply naughty behaviour. Parents ask if the ADHD could be responsible for the child’s inattentive, impulsive or disorganised behaviour at home or at school, and if it should be treated with medication.
Although various ‘pathophysiological’ techniques examining the brain are thought to ‘show’ ADHD function within the brain, most diagnostic processes involved in ADHD diagnoses in actual fact rely on qualitative data — that is, what people ‘think’ about a suspected child’s behaviour. This means that parents, teachers and medical professionals usually draw on their beliefs of normality, in the context of their interactions with the child, or reports from others about the behaviour of the child, to conclude that a child ‘has’ ADHD. This leaves ADHD wide open to loose diagnostic practices, and raises concerns about growing numbers of people diagnosed as having ADHD and, subsequently, increases in prescriptions of stimulant medication.
While there are a number of contributing factors and causes of messy, disorganised and inattentive behaviour, ADHD is often believed to be ‘the problem’. This may be because ADHD is one of the most ‘popular’ conditions of our age.
Various diagnostic techniques are discussed in ADHD medical literature, such as positron emission topography (PET), electroencephalogram brain waves (EEG) and functional magnetic resonance imaging (fMRI). The validity of such tests is strongly disputed. Interestingly, in 2005, Rafalovich, in interviewing clinicians, found that paediatricians and general practitioners tended to approach ADHD from a neurological standpoint, whilst clinical psychologists, psychiatrists and family therapists placed more emphasis on taking into account the enviro-social context of the child. In yet further contrast, Grandpre, in his book Ritalin Nation (1999), describes ADHD as a product of a modern “rapid fire culture” within a contradictory world of virtual and actual realities.
Parents know that school can be a challenging environment for children struggling with attention difficulties. It is very important that your child experiences success and acceptance at school and at home. As concerns and needs vary, specifically tailored strategies to assist you in raising your child with attention issues are available.
A sample of Dr Wright’s tips for children seen as being ADHD:
Observe your child’s behaviour and record the triggers and conditions surrounding inattentive behaviour, and your own reactions to it. Particular interactive patterns may become clear to you.
Avoid instantly labelling your child as ADHD — instead, focus on behaviours you hope to see improve.
If your child hyper-focuses on certain activities, such as playing a computer game, use simple devices, such as a timer, to negotiate terms prior to your child beginning the activity.
On occasions when you require your child to perform a household or organisational task, support your child with clear, simple, one-step instructions. You may find that pictorial checklists rather than verbal instructions work best.
Keep homework time as stress-free as possible. Provide your child with a mentor or tutor to help with homework if necessary.
Establish sensible routines which promote optimal health, such as a regular bedtime and a nourishing whole-food diet. Aim to keep your child’s blood sugar level relatively even by avoiding excessive sugar-based foods.
Where possible, pre-inform your child of irregular changes to routines.
Provide incentives and immediately praise behaviour involving turn-taking, active listening and sharing.
Dr Gloria S Wright is an internationally recognised educator, child expert and speaker. She directly supports parents by bridging the gap between home, school and clinical reports or diagnoses. Her emphasis on education, rather than ‘medicalisation’, provides alternative ways of understanding and managing children’s learning and behaviour. For techniques and strategies for your specific situation, connect with Dr Wright.
