Inattention in children can manifest in bad time management, forgetfulness, disorganization, and task avoidance; while hyperactivity can manifest in ways such as difficulty waiting for their turns, difficulty in being still, excessive physical activities such as running and climibing. 

ADHD in Childhood

The exact causes and triggers for ADHD development are unknown, but there are some speculated risk factors. 

ADHD is NOT caused by excess sugar, poor parenting/schooling, too much TV/video games, stress, or food allergies. These things may make symptoms worse, but they are NOT causes.

Causes of ADHD

Evidence from multiple studies indicates a significant rise in parent-reported ADHD cases in the United States during the 2000s. One study revealed a 22% increase in prevalence among children aged 4-17 between 2003 and 2007, with rates climbing from 7.8% to 9.5%. Another investigation corroborated this trend, showing that for children aged 5-17, the prevalence increased from 6.9% in 1998–2000 to 9.0% in 2007–2009.

ADHD in the United States: Increase in Recent Years

- Children
- Adults
- College Students
- Parents of Children with ADHD

Experiences of ADHD by Population Group

For a significant portion of individuals, ADHD is a lifelong condition that persists into adulthood for about 60% of diagnosed children. This persistence is strongly associated with a high rate of other mental health conditions. A study revealed that nearly 81% of adults with persistent ADHD also had at least one comorbid disorder, a rate substantially higher than the 47% found in adults whose childhood ADHD did not persist.

ADHD Persistence and Comorbidity in Adulthood

Attention Deficit/Hyperactivity Disorder (ADHD) is defined by a persistent and pervasive pattern of inattention and/or hyperactive and impulsive behaviors that significantly disrupt normal functioning.

Characteristics of ADHD

The development of ADHD is influenced by both genetic and neurobiological factors. This condition can extend into adulthood and is frequently linked with adverse long-term outcomes.

Etiology and Prognosis of ADHD

A teacher reports that a 9-year-old student often loses assignments, has difficulty waiting for their turn in games, and frequently interrupts others. The student's parents mention similar issues at home, noting that the child struggles to complete chores without getting sidetracked and seems to be in constant motion, even during quiet activities. These patterns have been observed consistently for over a year. Analyze this scenario and explain why the combination of these behaviors, their persistence over time, and their presence across different settings are critical factors in distinguishing a potential neurodevelopmental disorder from typical childhood energy.

Analysis of Behavioral Patterns

Analyze the following teacher's report on a student's behavior. Identify the two distinct categories of challenges being described and provide specific examples from the report for each category.

Classroom Behavior Analysis

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that has two components: problems with concentration and distractibility (attention), and problems with restlessness and impulse control (hyperactivity).

New York University

Google

Neurodevelopmental Disorders are characterized by delays or impairments in personal, social, academic, and or intellectual functioning, which are often detected early in childhood. Neurodevelopmental disorders are lifelong, although symptoms and support needs may vary over time. Neurodevelopmental disorders are caused by a combination of genetic, prenatal, perinatal, and environmental factors

Some common neurodevelopmental disorders include
- Attention Deficit/Hyperactive Disorder (ADHD) 
- Autism Spectrum Disorder
- Intellectual Disability (ID)

Neurodevelopmental Disorders

Neurodevelopmental disorders are a class of conditions typically identified in childhood, characterized by developmental impairments across personal, social, academic, and intellectual domains. Key examples within this category include attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder.

Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020, April 22). Psychology (2nd ed.). OpenStax. https://openstax.org/books/psychology-2e/pages/1-introduction

OpenStax Psychology (2nd ed.) Textbook

Attention Deficit/Hyperactivity Disorder (ADHD)

Autism spectrum disorder is a neurodevelopmental disorder that is characterized by differences in social communicative functioning and repetitive interests, behaviors, and routines.

It is called a developmental disorder because symptoms usually appear during the developmental period. The disorder is lifelong, and can be diagnosed at any age.

Research on the causes of autism is ongoing and current research shows a genetic component.

Autism Spectrum Disorder 

The DSM-5-TR categorizes Neurodevelopmental Disorders into the following categories:
-	Intellectual Developmental Disorders
-	Communication Disorders
-	Autism Spectrum Disorder(s)
-	Attention-Deficit / Hyperactivity Disorder(s)
-	Specific Learning Disorder(s)
-	Motor Disorders
-	Other Neurodevelopmental Disorders


[DSM-5-TR] List of Neurodevelopmental Disorder Categories

This includes the intersection of connections and/or research related to Neurodevelopmental Disorders as a general category in other fields of study and research. Such fields include:
- Biomedical Science
- Clinical Psychology
- Disability Studies
- Health Psychology

(Note: Add additional fields as needed)

Interdisciplinary Connections & Research Related to Neurodevelopmental Disorders

- Definition 
-Causes 
- Symptoms 
- Leisure hobbies and events
- Workforce
*Resources

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder defined by significant disturbances in three primary domains: social interaction, communication, and repetitive patterns of behavior or interests. These characteristics typically emerge early in a child's development and lead to serious impairments in overall functioning.

Core Diagnostic Features of Autism Spectrum Disorder

Individuals with Autism Spectrum Disorder often exhibit deficits in social interaction. These can manifest as a failure to initiate conversations, turning away when addressed, and avoiding eye contact. A preference for playing alone over interacting with others is also common, sometimes creating the impression that the individual lives in a personal, isolated social world.

Social Interaction Deficits in Autism Spectrum Disorder

Communication deficits in Autism Spectrum Disorder can vary widely. They may range from a complete absence of speech to limited, one-word responses or echoed speech (echolalia), where an individual parrots what others say. Difficulties also arise in maintaining conversational turn-taking and in using or interpreting nonverbal cues such as facial expressions, gestures, and posture.

Communication Deficits in Autism Spectrum Disorder

Given the following case study, identify which general category of psychological disorders is most likely being considered and explain your reasoning by connecting the patient's symptoms to the defining features of that category.

Learn Before

Related

Learn After