HOW DO THE SYMPTOMS OF ADHD PRESENT THEMSELVES IN PRESCHOOL CHILDREN?

The Diagnostic and Statistical Manual for Mental Disorders- (DSM-5) states that “In preschool, the main manifestation (of ADHD) is hyperactivity” (American Psychiatric Association, 2013, p. 62). The CDC also found that the most typical and paramount symptom of ADHD in preschool is hyperactivity (www.CDC.gov, np). It does not mean that preschool children with ADHD are not inattentive and unfocused because many are characterized by these symptoms as well. I will concentrate on young children who are four- or five-years old specifically, because these are the ages that it is possible to differentiate their behavior from the more variable behaviors they exhibit before they are four-years-old. As the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) states, “Many parents first observe excessive motor activity when the child is a toddler, but symptoms are difficult to distinguish from highly variable normative behaviors before age 4 years” (APA, 2013, p. 62). However, if your child is younger than four-years- old, my interventions will definitely help your child anyway!

The Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) states that preschoolers with ADHD are more likely to have difficulty in daycare, including problems with peer relationships, and learning, as well as a higher risk of injuries than preschool children without ADHD. Frequently, these children are suspended or expelled from preschool for their behavior, which I know sounds extreme, but it does happen. Preschool children with ADHD experience difficulty in their relationships with their parents, as well as struggles in their social interactions.

Why do these things happen? These children do not have intact positive social skills. They either do not have knowledge of effective social skills or they have knowledge of the appropriate social skills, yet do not perform them. Wait! You KNOW that you have taught social skills to all of your children? Why and how did your preschool child with ADHD not learn positive social skills? Tune into my next blog post!

The Definition of Attention-Deficit/Hyperactivity Disorder (ADHD)

THE DEFINITION OF ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Even though as parents, you are acutely aware of your child’s behavior, it is imperative to know the accepted definition of ADHD, as stated in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Here is the well-accepted and current definition:

A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development as characterized by (1) and/or (2):

Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/ occupational activities:

Often fails to give close attention to details or makes careless mistakes in

            schoolwork, at work, or during other activities                          

often has difficulty sustaining attention in tasks or play activities

often does not seem to listen when spoken to directly

often does not follow through on instructions and fails to finish

schoolwork, chores, or duties in the workplace

often has difficulty organizing tasks and activities

often avoids, dislikes, or is reluctant to engage in tasks that require

sustained mental effort

often loses things necessary for tasks or activities

is often easily distracted by extraneous stimuli

is often forgetful in daily activities

Hyperactivity and impulsivity: Six (or more) of the following symptoms

have persisted for at least 6 months to a degree that is inconsistent

with and that negatively impacts directly on social and academic/

occupational activities

often fidgets with or taps hands or feet or squirms in seat

often leaves seat in situations when remaining seated is expected

often runs about or climbs in situations where it is inappropriate

often unable to play or engage in leisure activities quietly

is often “on the go,” as if “driven by a motor”

often talks excessively

often blurts out an answer before a question has been completed

often has difficulty waiting his or her turn

often interrupts or intrudes on others

Several inattentive or hyperactive-impulsive symptoms were present

prior to age 12 years.

Several inattentive or hyperactive-impulsive symptoms are present in

two or more settings.

There is clear evidence that the symptoms interfere with, or reduce the

quality of, social, academic, or occupational functioning.

Specify whether:

314.01 (F90.2) Combined presentation: If both Criterion A1 (inattention)

and Criterion A2 (hyperactivity-impulsivity) are met for the past 6 months.

314.00 (F90.0) Predominantly inattentive presentation: If Criterion

A1 (inattention) is met but Criterion A2 (hyperactivity-impulsivity)

is not met for the past 6 months.

314.01 (F90.1) Predominantly hyperactive/impulsive presentation:

If Criterion A2 (hyperactivity-impulsivity is met and Criterion

A1 (inattention) is not met for the past 6 months (American

Psychiatric Association, 2013, pp. 59–60).

THE DIAGNOSTIC FEATURES

According to the American Psychiatric Association (AAP),

The essential feature of attention-deficit/hyperactivity disorder

(ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity

that interferes with functioning or development. Inattention

manifests behaviorally in ADHD as wandering off task, lacking

persistence, having difficulty sustaining focus, and being disorganized

and is not due to defiance or lack of comprehension. Hyperactivity

refers to excessive motor activity (such as a child running about) when

it is not appropriate, or excessive fidgeting, tapping, or talkativeness.

. . . Impulsivity refers to hasty actions that occur in the moment

without forethought and that have high potential for harm to the individual

. . . Impulsivity may reflect a desire for immediate rewards or an

inability to delay gratification. Impulsive behaviors may manifest as

social intrusiveness (e.g., interrupting others excessively) and/or as

making important decisions without consideration of long-term consequences

(American Psychiatric Association, 2013, p. 61).

How do the symptoms of ADHD present themselves in preschool children? Check out my next blog post!

I am Back! Let Us Learn about Preschool ADHD

For the past several years, I have been writing my new book. It is entitled, Positive Behavior, Social Skills, and Self-Esteem: A Parent's Guide to Preschool ADHD, published by Rowman and Littlefield.

It is available at https://smile.amazon.com/Positive-Behavior-Social-Skills-Self-Esteem/dp/1475850409/ref=sxts_sxwds-bia?keywords=preschool+adhd&pd_rd_i=1475850409&pd_rd_r=c682dcd5-ba39-45cb-a611-d331566748f4&pd_rd_w=BQY1R&pd_rd_wg=R3rNa&pf_rd_p=a5491838-6a74-484e-8787-eb44c8f3b7ff&pf_rd_r=THWJQ6CS87WTY2S7VVPH&psc=1&qid=1571770958 

I am back now, and am ready to help parents who have preschool children with ADHD and educators who teach them to learn how to encourage positive behavior, social skills and positive self-esteem, as my title states!  First of all, how do parents know if their preschool child has a diagnosis of ADHD?

HOW DO I KNOW IF MY PRESCHOOL CHILD HAS A DIAGNOSIS OF ADHD?

Parents who have a child of the preschool age who suspect that he has ADHD typically know from a young age that their child’s behavior looks different from another child’s behavior of the same age. Even though we try not to label a child and try to look at his behavioral symptoms instead of a diagnosis, many preschool children exhibit behaviors that resemble the symptoms of ADHD. The difference in these children’s behavior is the degree to which they exhibit hyperactive or inattentive behaviors. I have seen many children who are jumping off of the couch one minute seemingly out of control, who are sitting looking at a book with focus and concentration the next minute.

This inconsistency of behavior also makes it somewhat difficult to make a clear diagnosis of ADHD in preschool children. However, the correct diagnosis is based upon the intensity and the persistence of these symptoms, as well as how their behavior impacts their interactions with other people in their lives. In addition, a diagnosis of ADHD may not be determined unless the child exhibits socially inappropriate behavior in at least two settings.

What are the symptoms and/or the behavior that the Diagnostic and Statistical Manual of Mental Disorders, 5^th Edition, (DSM-5) states is present in a preschool child with ADHD, as is consistent with the accepted definition? Read on to my next blog post!

* For clarity purposes, I am referring to a preschool child with a diagnosis of ADHD as "he" instead of "she" in my blog, even though clearly there are many girls who have a diagnosis of preschool ADHD, as well.

ADHD Answers: Questions for Parents of Preschool Children with ADHD

ADHD Answers: Questions for Parents of Preschool Children with ADHD

Questions for Parents of Preschool Children with ADHD

I am writing a book for parents of preschool children with ADHD. If you could possibly answer my questions, I will incorporate those answers into my book in terms of describing preschool children with ADHD as well as creating interventions for their behavior.  NO NAMES WILL BE USED! Thank you so much in advance.

Dr. Rapoport

Questions for Parents of Preschool Children with ADHD

1      1.  As a four or five-year-old what symptoms or behaviors of ADHD do you remember your child exhibiting?

2      2. What type of ADHD was your child diagnosed to have, i.e., predominantly inattentive, predominantly hyperactive/impulsive or a combined presentation?

3     3. Did those symptoms make your child feel different than the other children?

4     4. If so, how did your child feel different?

       5.  How did you respond to your child’s behavior?

 6. How did teachers respond to your child’s behavior?

 7. How did peers respond to your child’s behavior?

 8. If your child had siblings, how did they respond to your child with ADHD’s behavior?

 9. Did your child have friends as a young child?

 10. How was making friends difficult for your child?

 11. How did the symptoms of ADHD affect your child’s academics?

 12. How did the symptoms of ADHD affect your child’s social skills?

 13. What kind of treatment did your child receive?

 14. If your child received medication, how did it help him/her?

 15.  If your child received behavior therapy, what type did he/she receive?

 16. If so, how did the behavior therapy help your child?

ADHD Answers: How do you know if your Child has ADHD?

ADHD Answers: How do you know if your Child has ADHD?

ADHD Answers: What is the effect of permitting your child to use social media? Is it possible that when your child uses social media it interferes with their learning of social skills and/or doing their homework in an efficacious way?

ADHD Answers: What is the effect of permitting your child to use social media? Is it possible that when your child uses social media it interferes with their learning of social skills and/or doing their homework in an efficacious way?