Five important queries for parents and kids with ADHD

1. Is this child's academic performance below what it should be?

Was the preschooler gifted but had unspecified difficulties in school (other than, say, eyesight or hearing issues)? Did they perform at the desired level when the work got harder, but did they deal well enough in the beginning?

2. Is this child's behavior causing an excessive amount of stress or disturbance in the classroom?

A task needs to be quick, easy, or sufficiently entertaining for a youngster with ADHD to finish. A child becomes bored in class if they are unable to focus. They could interrupt lessons, chat during class, or cause diversions. It goes without saying that distinguishing between normal child behavior and abnormal behavior requires critical judgment.

3. Is this child's behavior causing excessive stress or upsetting the family dynamic?

Is the youngster able to draw, build with LEGO, solve puzzles, or play with blocks for extended periods of time at home? Or do they believe that the necessary prolonged effort is impossible to attain? Then, to make life more exciting, do they bother a sibling or do they persistently want adults to play with them?How much time does a youngster spend focusing if they are working on their schoolwork for thirty minutes? Do you have them focused for just 10 minutes and then spend the rest of the time helping them get back on track?Is the parent losing their cool trying to remind their child again only to discover that the child has become sidetracked once more?

4. Does it significantly impact relationships amongst peers?

ADHD children sometimes lack the patience to wait their turn or pay attention to what their classmates are saying. They can come across as domineering because they find it simpler to concentrate on their own thoughts than it is to listen to and comprehend what other people are saying. Eventually, their peers might find another person to play with.

5. Does self-esteem suffer as a result?

Is this a bright youngster who doubts their intelligence because they find it difficult to focus long enough to complete tasks? Do they talk poorly of themselves? It's critical to give self-esteem careful thought.Additionally, there are diagnostic standards that must be examined.

coping mechanisms at home and in the classroom

What more resources could be useful? Is the young student seated in the front of the room? Does the instructor provide written directions? Do they have a positive role model nearby?Has the parent attended classes on parenting? Have they tried using techniques at home to praise good behavior and assign suitable punishment for bad behavior?It can be useful to have a chart for the morning ritual. Many of these techniques are effective with kids who do not have ADHD. However, kids with ADHD frequently feel that the work required to receive a sticker isn't worthwhile, and they might try to bargain for even bigger prizes.When all other options have been exhausted and the child's issues persist, you may want to think about prescribing Adhd medication.

What is the purpose of medicine?

It feels like your brain is only partially charged when you have ADHD. Your focus is continually wavering or fading. Taking medication causes your brain to function more like it has a completely charged battery.

Typically, methylphenidate or dexamphetamine are used as stimulants as the active component of pharmaceuticals. It may be familiar to you under the Ritalin brand.These stimulants wear off in four hours or less. That might help the kid get through the morning at school; if they have after-school activities, they might need a third dose and maybe another at lunch. Additionally, there are capsules with a slower release of medication.Every time the medication wears off, you find yourself back at the beginning. That is inconvenient on the one hand. However, it also means that even if you try medicine and then stop, your child will remain the same.The dosage is increased gradually from low to high until a four-hour duration is achieved. The instructor is able to provide feedback. As the child grows, the dosage might need to be changed. The clinician provides support throughout the decision-making process.Generally speaking, improvements last until no more gains are noticeable. A child may appear aggressive, depressed, or "zombie-like" if the dosage is too high. Nobody wants a dosage that is not leading to a better outcome.

Regarding side effects, what are they?

The most significant side effect is appetite suppression, so we monitor weight and height closely. Generally, weight stabilises in the long run.

Rebound hyperactivity as the medication wears off and difficulty sleeping can occur. Sometimes this can be managed by changing the dosage or by not medicating too late in the day.

The decision to give medication is made on a daily basis. If you aren’t happy, you can omit it and see how things go.

This medication improves anyone’s concentration, not just children with ADHD, so it’s also sometimes a drug of abuse (among university students, for example). When used for treating ADHD, the risk of addiction is minimal.

But if you have concentration problems, you have more scope for improvement. A child who is concentrating most of the time cannot experience much improvement.

Reviewing progress I always ask the child: does the medication work? How do you know? I might find out from a teenager that their concentration has improved from 20% to 80% or 90% of classtime. A younger child who prefers to feel in control of their behaviour may actually remind the parent when the next dose is due.

Often I hear from parents the child is now keen to get homework done, has more friends and feels happier and more confident.

All parents want their child to feel they’re functioning and fulfilling their potential. Most will achieve this without medication. That’s plan A. Plan B is that they are fulfilling their potential and living a great life, helped by medication.