The Three Main Characteristics of ADHD

If you are a parent of a child that has been diagnosed with Attention Deficit Hyperactivity Disorder, it is important that you learn about the three main characteristics of ADHD. Most people visualize a child that displays signs of ADHD as one that lacks control, is consistently moving or highly disruptive. However, there are many children that may display signs of hyperactivity while others may show signs of inattentiveness. There are three main characteristics of ADHD to date. These are inattentiveness, hyperactivity as well as impulsivity. The signs of ADHD that a child experiences when they are diagnosed will depend on which of these characteristics are considered to be dominant. Throughout this educational guide on Attention Deficit Hyperactivity Disorder, you will learn about each of these characteristics of ADHD.

Inattentive ADHD

Children that suffer from inattentive disorder experience many difficulties associated with their attention span. This is especially true of the activities that are being engaged in or the information that they are exposed to on an audible level is considered to be boring or does not catch their interest. The following highlights common signs of ADHD that directly pertain to the attention span of the child:

· The child may not pay attention to the instructions that are given to them. If they do, by chance, hear the instructions, they may quickly forget them or appear as if they are experiencing problems understanding them.

· The inattentive ADHD child may have severe issues staying organized and finishing assignments and other tasks that are expected of them.

· It is not at all uncommon for the child experiencing signs of ADHD related to their attention span to seem as if they forget easily. In many instances, they may experience complication in losing and misplacing items of importance such as books, assignments, and even toys.

Hyperactive ADHD

Children that experience signs of ADHD such as constantly moving and appearing as if they move from one thing to another quickly may be suffering from hyperactive ADHD. This is one of the most common characteristics of ADHD. This children experience a tremendous amount of problems when it comes to sitting or lying still. Even when their body is not in motion, a part of it – such as a finger – may be. Many may tap their finger or move their legs when required to stop and sit still. The following outlines the symptoms associated with this type of ADHD:

· The child may often fidget or may engage in squirming when asked to stay in a location while limiting their movements.

· Characteristics of ADHD such as talking in an excessive fashion or appearing to have an extremely short temper may be experienced.

· Hyperactive signs of ADHD may include constant and inappropriate movements and what may appear as if a never-ending amount of energy.

Impulsive ADHD

Impulsive ADHD is the final of the three main characteristics of ADHD. Children that suffer from impulsive signs of ADHD experience a high amount of problems associated with self-control. For many adults, this is often the most challenging form of Attention Deficit Hyperactivity Disorder. The following represents the symptoms often experienced with this type of ADHD:

· Children will often engage in certain actions without considering the consequences that may immediately result from those actions.

· Kids with impulsive ADHD may act in socially inappropriate ways. It is not at all uncommon for the child to blurt out words, interrupt others when they are talking, or saying the wrong words and phrases at the inappropriate times.

· Children exhibiting signs of ADHD that are impulsive in nature will experience complications controlling strong emotions. It is common for these kids to throw temper tantrums and appear as if they have anger issues.

If you feel that you are dealing with a child that suffers from Attention Deficit Hyperactivity Disorder, it is essential that you set up an evaluation for the child. It is also beneficial to work closely with the educators at the child’s school as well as the child’s primary care physician. If your child is diagnosed with this neurobiological disorder, it is important to ensure that you learn as much as you are able to about the condition. Your knowledge will result in your child’s ability to succeed academically, socially, and in relationships with other children, as well as adults. Equipping yourself with knowledge on the condition will equip your child with the tools and resources that they need to become successful adults.

Staying Healthy – Communication Sciences and Disorders

There are many disorders that can affect the ability to communicate. Communication disorders range from deafness, voice problems caused by cleft lip or palates, stuttering, developmental disabilities and learning disorders. Those who have suffered brain injuries, strokes or who have been diagnosed as autistic may have communication disorders.

Communication disorders can be genetic, a result of birth problems or damages and injuries during child or adulthood. It has been verified that almost 5% of children have communication and speech disorders by the time they reach first grade. With speech, language and communication therapy these problems can be rectified.

Communication Disorders

Communication sciences and disorders take into consideration hearing loss. These losses can be from heredity, disease, traumas and medications. Long term exposure to loud noises and aging are also factors. When your inner ear is damaged, sound waves cannot reach the areas needed for hearing. When hearing is impaired, speech is often a problem.

Voice comes from air passing from through the lungs through your voice box. The muscles in your larynx or the vocal cords make sound. Everyone’s voice is unique and when the vocal cords are damaged there will be communication problems. Treatment for voice disorders vary on the cause. You can treat voice problems with therapy, medications and relaxation techniques.

Developmental disabilities might be physical, psychological or from conditions such as Down syndrome and Rett syndrome. These syndromes and problems definitely cause of communion disorders and are usually life-long. They do affect everyday living, but can be helped with long term speech and developmental therapies.

Learning disorders affect how one communicates, remembers and responds. These communion disorders can be listening and paying attention speaking, reading and writing, and doing everyday chores.

Children vary in speech and communication skills. There are milestones that denote what is normal. If a child is not reaching a normal milestone, communion specialists will come into play to provide speech therapy. Determination on what language disorders are causing communication problems will determine the treatments and therapies that children undergo.

A very common communication disorder is stuttering. This is a problem that interrupts the natural movement of speech. Problems find the correct words, finding new words, resaying small parts of words or getting nervous when you try to speak. Blinking rapidly jaw and lip trembling can cause stuttering. If you stutter you may have trouble communicating via speech. Stuttering is commonplace in young children and speech therapy and exercises help alleviate these stuttering symptoms. Very few adults actually stutter once they have been diagnosed and treated as children.

Communication Science and Disorders

Receiving a degree in Communication Sciences and Disorders is to actually facilitate life-long education and learning in normal and disordered communication processes. A degree in communication and disorders is the awareness and appreciation of the communication differences between different cultures. Included is research into expanding knowledge bases of environmental and education factors relating to communication disorders.

Having a degree in communication sciences and disorders gives you the opportunity to provide professional services to schools, medical and rehabilitation faculties and to help in strengthening those who have trouble communicating.

ADHD – How NLP Gives Back Control to the Child

More than 4 million American children ages 4 to 17 have been diagnosed with ADHD; more than half diagnosed are being treated with drugs. (Source. NCQA – National Committee for Quality Assurance)

Additionally almost 50% of children with AHDH have been suspended from school at some point.

ADHD is a neurobiological condition and a developmental disorder which results in problems with impulsiveness, attention span and hyperactivity.

It does not have to be that way. Neuro-Linguistic Programming offers amazing tools for children to take charge of their ‘brains’ and hence their actions. Misunderstood …certainly, drug treatment – not necessarily.

J…had a diagnosis of ADHD, was in Year 5 (aged 10) and had been excluded yet again for the day when I arrived at school. It was lunchtime and he rarely managed an afternoon. I had only read an article on NLP and ADHD at the weekend.

J…was not on my caseload of children at this school, but I needed to wait until lunch was over. I could not believe I had the opportunity to try out this stuff so soon.

I sat with J…, built rapport with him and engaged him in conversation. All the time he was playing with a ‘Rubiks cube’ and giving me virtually no eye contact. During the conversation he told me he had ‘kicked off’ in class. I went through the process I’d only read about at that time. I asked him about the images, sounds etc. he experienced in his head when he was ‘kicking off.’

He told me they were Dexter cartoons , and that the sound was kind of s-l-u-r-r-y. We dealt with his inner images and his slurry sound until he had one fixed color picture and sound was a normal speed.

He even tried to get back his old images, just to check it out for himself.

As we went through the process and ‘chatted’ he fiddled less and less with the Rubik’s cube until finally he placed it on the table in front of him. Wow, he then gave me full eye contact and we just talked a normal conversation.

I told the Head teacher about our experience and she totally took it on board. When a ‘kicking off’ was anticipated she asked him, ‘Do you remember the work you did with Mrs. O.? How many pictures do you have now?

He was able to adjust his internal images and calm himself down. With this input and a change of teacher the following year, not only did his exclusion stop – he was able to go on a one-week residential trip with his class.

Some say their brains don’t work properly. Maybe no one has shown them how!

Following that I became a NLP Master Practitioner and NLP Life Coach, using my NLP tools extensively with children and adults in and out of school.

Autistic Disorder

Autistic disorder is characterized by devastating impairments in a young child’s communication and language skills, disinterest in social interaction, and preference for repetitive, stereotyped behaviors. Although it is usually present in infancy, no physical indicators or hard neurological signs facilitate an accurate neurological diagnosis before the age of three. Early signs of autism include lack of eye contact, failure to cuddle with affection, and nonreciprocal smiling patterns. Children may not speak or may be unable to carry on a meaningful conversation, other than making requests to get their own needs fulfilled. Autistic children may engage in idiosyncratic verbalizations, especially echolalia or the repeating of recently heard or preferred idiosyncratic phrases without prosody or communicative intent. When left to themselves, autistic children frequently become absorbed into stereotyped actions, especially spinning objects, body rocking, and flapping their hands. They are repetitive specialists and can sustain attention on their preferred activities for hours but will actively resist changes in their routines or rituals.

Autistic disorder occurs at a rate of 2 to 5 cases per 10,000 individuals and is more likely to be present in males than in females at a ratio of 4 to 1. At this time there is no definitive test for autism. Amniocentesis has not yet identified any chromosomal or chemical predictor of autism. Diagnosis occurs on the basis of symptom profiles and elimination of competing diagnoses such as deafness or expressive language disorders. Neither is there full consensus in research and theory about the causes of autistic disorder.

Early infantile autism was first labeled by Kanner in 1943 from his clinical work with a sample of 11 children. The term autism had first been used by Eugen Bleuler in 1919 to describe the withdrawal from the outside world seen in adult schizophrenics. Early theory focused on whether autism should be viewed as a childhood version of schizophrenia. However, autism seems to follow a more uniform course than the pattern of remission and relapse in schizophrenia and is essentially marked by the absence of fantasy, play, and hallucinations, while schizophrenics complain of excessive and confusing internal images. In the psychoanalytic thought of Bettelheim, the disorder is caused by attachment trauma in infancy, the so-called refrigerator parents who cannot respond nurturantly to their children. However, research suggests that parents of autistic children are not significantly different from parents of any severely chronically ill child.

Although the causal mechanisms have not been isolated, it is believed that the disorder originates early in neonatal brain development. The developing brain sustains some damage, perhaps mediated by maternal illness, chemical toxins, viral agents, environmental pollutants, or genetic susceptibility that affects its continued growth. As a consequence the central nervous system substrata necessary for processing complex perceptual information, especially information critical for establishing social reciprocity, does not mature through infancy. Self-stimulation through kinesthetic actions seems to help the children regulate their arousal and soothe their perceptual processing disturbance so that they can feel calm.

Children do not outgrow autism or the concomitant mental retardation. Better prognosis is marked by the presence of language before the age of five, ability to benefit from observational learning (imitation), absence of severe symptoms such as self-injury and aggression, and ability to demonstrate intelligence with an intelligence quotient above 50. Most autistic persons are unable to manage rudimentary skills of daily living and require substantial supervision and care through their adult years. Treatment is more effective if it occurs as early as possible with a focus on language, functional communication, and motivational assessment. Medication may be useful for management of behavioral outbursts and mood disturbances but does not resolve the core symptoms of autistic disorder. The innovative technique of facilitated communication teaches autistic persons to use keyboards as language tools and has been useful for some autistic people. Intervention typically consists of efforts to teach adaptive skills, manage disruptive behavior, and communicate for self-advocacy purposes so that persons with autistic disorder can care for themselves in as independent a way as possible.