ADHD and ADS are two denominations of a disorder that occurs in different forms. ADHD is the abbreviation for the German term “Attention hyperactivity deficit disorder“, ADS for Attention Deficit Disorder, and refers to a clinical syndrome caused by impairment of the Concentration and continuous attention, is characterized by a disturbance of impulse control and possibly also by extreme restlessness or hyperactivity (or even a special slowness).
- The most important things about ADHD and ADS
- Impulsivity characterizes ADHD and ADHD
- ADHD / ADS is not noticed all the time
- These forms of therapy are offered with ADHD / AD(H)S / ADS
- Educational support at ADHD / AD(H)S / ADS
- Behavioural training for ADHD and ADS
The most important things about ADHD and ADS
Publications on “Attention Hyperactivity Deficit Disorder” ADHD and ADS can be found in the “International Statistical Classification of Diseases and Related Health Problems” (ICD 10) or in the “Diagnostic Statistical Manuals of Mental Disorders” (DSM).
These two classification systems identify the appearances of AD(H)S and ADS:
- ADHD and ADS predominantly inattentive type
- ADHD and ADS predominantly hyperactive type
- Combination of both types
The German name ADHD “Attention Hyperactivity Deficit Disorder” is the preliminary result of a long-term and sustained development in the field of research.
While children with these specific disorders were once referred to as MCD children, very restless children were later called hyperactive (HKS), the focus has now been placed on attention and in America the common term of ADD/ADS has been coined. In Germany, this becomes ADS / ADHD.
Impulsivity characterizes ADHD and ADHD
A syndrome is characterized by the fact that some characteristics are always, but others can only be detected sometimes. The main features of ADHD and ADS are emotional impulsivity and action-impulsivity.
The ADH disorder is diagnosed in children, adolescents and also in adults who are significantly impaired in their ability to concentrate and who have been significantly disturbed, who react very impulsively and sometimes feel a strong internal or external restlessness.
ADHD / ADS is not noticed all the time
In new, exciting situations, ADHD children can also be inconspicuous in the short term, but their attention is no longer tied up, so they will sooner or later annimate with their right-handedness, their in-between speeches and their impulsive disruptive behavior.
People with an AD(H)S have great difficulty in targeting their attention. They can concentrate for a long time, but have little influence on which topic is the focus of their attention.
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These forms of therapy are offered with ADHD / AD(H)S / ADS
Medication for ADHD / AD(H)S / ADS
- Stimulants such as methylphenidate (such as rite in ADHD)
- Atomoxetine, a norepinephrine reuptake inhibitor (such as strattera)
- Lisdexamfetamine from the substance group of phenylisopropylamines (such as elvanse)
It is important that families are not left alone with the problem and that the therapy is regularly checked for its effectiveness. The doctor can thus adjust the individual building blocks if individual parameters are no longer effective or new areas in need of treatment are added in everyday life.
Psychotherapy in ADHD / AD(H)S / ADS
Depending on the appearance, the severity of the disease and the nature of the accompanying disorders and the extent of the impairment, psychosocial, pedagogical, psychotherapeutic and drug measures are suitable for the therapy, which can complement each other as individual building blocks within the framework of an overall treatment concept.
Educational support at ADHD / AD(H)S / ADS
Trained educators can facilitate contact with the school, practice learning start-ups, give parents a shelter and practice strategies with the children that make their daily lives easier. In acute problem situations, they can be reached quickly and can intervene immediately.
Educational support is particularly useful for young people, who increasingly refuse to talk to their parents and evade any clarification. It may be applied for at the competent youth office.
Behavioural training for ADHD and ADS
New behaviours can be practiced in special programmes aimed at children and their parents. One of the most well-known training comes from the now deceased school psychologist Dieter Krowatschek: Marburg concentration training and is offered nationwide.
ADHD and ADS are very common
With around half a million children affected, the chances are good that every person knows at least one so-called AD(H)Sler, or that a child with AD(H)S sits in the school class. A rare disease cannot therefore be said to be a rare disease.
But be careful, strenuous children are diagnosed with AD(H)S all too quickly, as recent research shows time and again. Especially often it hits very active, restless boys, who find it difficult to sit quietly at school and at home with their homework. They can’t get their performance potential and fail despite good intelligence at school.
But girls and very quiet children are also affected by the disorder, which in 60 percent of cases does not “grow out”, but exists beyond adolescence into adulthood.
The disorder often persists throughout life
AD(H)S is on everyone’s mouth, already in every fifth child between the ages of three and 17 is diagnosed with a mental disorder, most often AD(H)S. 5 of the children and adolescents are affected, boys four times more likely than girls.
Apparently, the information processing in the brain of the child or adolescent is disturbed in the disease.
Typical are abnormalities in three behavioral areas:
- Attention / Concentration
- Control of their feelings
Only in about 40 of the affected persons does the disorder disappear during puberty or weakento such an extent that no impairment in everyday life is prevalent. The remaining 60 must be prepared to live with attention-deficit hyperactivity syndrome for life. It’s good if the children learn to deal with AD(H)S at an early age.
New media are not good for children with AD(H)S
The computers and smartphones pose a threat to children with AD(H)S. The games and programs are designed to quickly become addictive through a reward system.
Children who are open to irritants are particularly receptive to this. But the preoccupation with the new media has another appeal. Since children with AD(H)S often have problems with friendships, computer games are a welcome occupation for lonely hours.
Here you can accept other personalities and live out their fantasies. This can be so appealing that the child doesn’t want to move in the “real” world anymore.
Offer alternatives to the computer
When children barricade themselves in their room for days or weeks and sit at the computer, parents should intervene. For one thing, they need to check which game it is. However, it is much more important to offer the child alternatives.
The younger it is, the easier it is to succeed. It is important to find a hobby in which the child finds a balance to school, his failures and the computer world. Perhaps a trendy hobby such as boldern or street dance is an attractive offer.
AD(H)S and public behaviour
Of course, the effects of AD(H)S are not only evident in the family sphere, but also in the public and school environment. Your dealings with siblings and friends, with confusing situations and general requirements can lead to problems.
Their particular nature of perception, sensitivity, impulsivity and emotional delay in development make it necessary to deal with them with a particularly conscious nature.
The Sensitivity of AD(H)S Children to Criticism
The competition with other children, siblings and friends is a vexing issue for some AD(H)S children. The fact that in many areas they cannot keep up with the performance of their peers, behave inappropriately and register this very accurately, they feel slightly unfairly treated and in constant competition with the others. This makes children with AD(H)S even more unhappy than they already are.
Often the problems with friends and siblings really start when the friendly children shine with great grades, while the AD(H)S child struggles to complete the homework, memorize the once and not lose the connection in class.
To deal with a child who has AD(H)S
Understanding and sensitive educators have the ability and patience to see the positive resources of the children concerned and to involve them in the teaching process in a strengthening and motivating way.
Parents should always be aware of their child’s abilities and strengths. Throughout everyday parenting, which is certainly not easy, positive reinforcements of desired behavior are a good means of showing the AD(H)S child where his strengths lie and motivating him to repeat this behavior.
Negative commands such as “Kippel not always!”, “Don’t run so fast!”, “Don’t go into your room with the full glass!” should be replaced in a family’s vocabulary by positive arrangements.
“Please go slowly into your room!”, “Sit straight and quiet on your chair!”, “Drink something from your glass before you carry it into your room!” – such prompts sound friendly and directed, it is not the criticism first, but the concrete reference to the desired behavior.