Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common psychiatric conditions in children. The increase in scientific knowledge about etiology, clinic, treatment and course through research has changed the clinical monitoring of ADHD over the years. Although ADHD has been recognized as a lifelong condition in recent years and there are international protocols for assessment, treatment and maintenance, many young adults still begin life with undiagnosed ADHD. This shows that the diagnosis is overlooked or misdiagnosed in childhood. It also means that these young people are not receiving the most appropriate treatment for the symptoms and associated problems they experience. Many cannot reach their potential, and some are therefore heading towards an uncertain future. The good news is that interventions developed for ADHD have broad therapeutic efficacy and ADHD can be intervened at any age. However, if we want children with ADHD to reach adulthood as psychologically healthy, self-confident individuals with a high quality of life, they should be diagnosed and intervened as early as possible.
In some individuals, symptoms decrease with age (most commonly hyperactivity and impulsivity symptoms). ), in some individuals, the symptoms are persistent and symptoms-related deterioration is observed in adulthood. The prevalence of ADHD was found to be 5% in children and 2.5% in adults. While 4 times more boys than girls are diagnosed with ADHD in childhood, women's diagnosis rates in adulthood are almost the same as men. This may be due to the fact that boys show more hyperactivity than girls and thus are more likely to be noticed and referred for evaluation.
Some problems that existed in children during the pre-school period but were somehow managed may come to light during this period. The first of these is problems related to learning; Especially problems related to attention, adaptation to the lesson, concentration and learning can negatively affect children's academic success. Hyperactivity and impulsive behavior, which manifests itself as having problems sitting in the classroom and complying with classroom rules, manifests itself as conduct disorder. may. Such behavior and problems not only negatively affect the child academically, but also cause him to be excluded and labeled by his friends and, through this effect, cause self-confidence problems and depression.
The symptoms seen in these children are; lack of attention, problems focusing on the lesson and maintaining attention, forgetfulness, losing things, being easily distracted by external stimuli (such as noise, crowds), appearing not to listen when spoken to, making careless mistakes, talking during the lesson, difficulty sitting in the classroom, constant desire to get up. , actions taken without thinking about the consequences, impatience and rambling.
Not all of these symptoms may be present together in a child diagnosed with ADHD. "Subtypes have been defined for this disease. In the first group, 'only attention deficit' is observed. Since these children are quiet and calm, there are usually no complaints from the school. However, since they are absent-minded, they cannot gain academic benefit from school and are usually diagnosed later than the hyperactive group. The second group is the 'group with hyperactivity but no impairment in attention'. The third is the group of mixed type children in whom both attention deficit and hyperactivity occur together. For diagnosis, ADHD-related behaviors and difficulties must significantly affect the person's functionality.
First of all, it must be determined by a child and adolescent psychiatrist whether the child or young person has ADHD. Treatment is necessary to protect the child from life-threatening accidents, to offer the child the chance to demonstrate his/her true academic performance, to control hyperactivity and impulsivity, and to protect him from risky situations that may occur if left untreated.
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