ADHD children, attention deficit hyperactivity disorder, correction, diagnosis, treatment of ADHD in children in Saratov, how to treat ADHD in Russia, how to treat attention disorder in children

What is ADHD, what is Attention Deficit Hyperactivity Disorder, definition?

is a syndrome that is characterized by behavioral disorders, neurological disorders, impaired concentration, impulsivity, hyperactivity, impaired social functions, learning disabilities. ADHD , ADHD , or attention deficit disorder in children (boys and girls) in the absence of serious treatment goes into attention deficit hyperactivity disorder in adults (men and women).

ADHD children: boys and girls with attention deficit hyperactivity disorder

Children often get ADHD. According to Sarclinic, attention deficit hyperactivity disorder observed in 7.8% of children. The boys get sick ADHD 3.6 times more often than girls. Attention Deficit Hyperactivity Disorder is most often diagnosed between the ages of 5 and 9 years.

Attention deficit disorder (ADD) and hyperactivity disorder (ADHD): causes of development

What kind causes of ADHD, attention deficit hyperactivity disorder? Characteristics of children with ADHD. Contribute to the occurrence of attention deficit hyperactivity disorder chronic intrauterine fetal hypoxia, asphyxia, (PEP), entanglement of the umbilical cord in the fetus, maternal diseases during pregnancy, hereditary burden, mother during pregnancy, mother during pregnancy, use of drugs, narcotic drugs, substances by the mother during pregnancy and 3 years before pregnancy, infectious diseases of the mother during pregnancy, the threat of miscarriage, chronic somatic diseases of the mother (extragenital pathology). They also contribute to the development ADHD in children, protracted labor, premature labor, transient labor, weakness of labor, immunological incompatibility, stimulation of labor, caesarean section, the negative effect of anesthesia during childbirth, caesarean section, malpresentation of the fetus, cerebral hemorrhage, Rh conflict. In the first year of a child's life, they can contribute to the occurrence ADHD reception medicines, infectious diseases, congenital malformations (CM), in the mother during pregnancy (STIs, sexually transmitted diseases, venous diseases), pneumonia, bronchitis, bronchopneumonia, hyperthermia (various diseases with fever above 38 degrees). influence brain injury eg falling out of bed when turning over as an infant. Violations of the frontal lobes of the brain, corpus callosum. The frequency of occurrence attention deficit disorder significantly higher than in ecologically safe ones.

Attention deficit hyperactivity disorder: classification, types of ADHD

Neurologists, neuropathologists, reflexologists, behavioral neurologists, psychologists, psychotherapists, psychiatrists, pediatricians, family doctors distinguish main types of ADHD , attention deficit hyperactivity disorder. ADHD-GI - ADHD syndrome with a predominance of impulsivity and hyperactivity. ADHD-DV - ADHD syndrome with a predominance of attention deficit. ADHD-S is a syndrome in which there are equally severity and impaired concentration, and increased activity.

Diagnosis of ADHD in children, attention deficit hyperactivity disorder: signs, symptoms, manifestations

What are the main symptoms of ADHD in children ? Which ADHD clinic ? What are the signs of Attention Deficit Disorder? When does ADHD appear? ADHD syndrome is more common in children of preschool (4 years, 5 years, 6 years) or early school age (7 years, 8 years, 9 years, 10 years).

Attention deficit hyperactivity disorder (ADHD) is characterized by symptoms such as inattention, hyperactivity, impulsivity, decreased control of behavior, and bad behavior. It is difficult for children to control themselves and their behavior. Periodically there is an inadequacy of behavior in kindergarten(kindergarten), school, gymnasium, impulsiveness. Inadequate assessment of tasks, inattention, frivolity, negligence, carelessness, daydreaming are also noted. Often there are bad deeds, actions, attention disturbances, lack of analysis of one's actions, whims, tantrums, unreasonable courage, fights with children, breaking toys and objects, taking away toys from children, mistakes in school assignments, poor concentration on details, poor attention during games. A boy or girl does not pay attention to the words of an adult. Poor performance homework, homework. Poor organization of your schedule, daily routine. The child is constantly distracted by foreign objects, activities around him. Forgetfulness is often noted. The child is very active, overly mobile, he spins, spins, makes frequent movements with his arms or legs, runs. He jumps, gets up from his chair during the lesson, can crawl under the desk, plays restlessly, talks a lot, chats, cannot finish the work he has begun. Does not adequately answer questions. Prevents children from studying at school, the teacher to deal with other children during the lesson, shouts from a place, discipline suffers. Poorly waiting for their turn. The life of a child is difficult. In a child, symptoms appear gradually, more often at first hyperactivity and impulsivity are detected, and later attention disorders appear (attention deficit disorder).

ICD 10 diagnosis of ADHD in children, attention deficit hyperactivity disorder: F90 hyperkinetic disorders, F90.1 F 90.8 F 90.9

International Classification of Diseases 10th revision ( ICD 10, ICD X) highlights the section F90 Hyperkinetic disorders. F90.1 hyperkinetic conduct disorder, F 90.8 other hyperkinetic disorders, F 90.9 hyperkinetic disorder, unspecified

ADHD, Attention Deficit Hyperactivity Disorder: Differential Diagnosis

It is necessary to carry out differential diagnosis attention deficit hyperactivity disorder with diseases and conditions such as, (MMD), anxiety, perinatal encephalopathy(late recovery period), undiagnosed epilepsy, severe stress, stress disorder, family troubles, divorce of parents (mother and father), neurological diseases, otitis, visual impairment. Attention deficit hyperactivity disorder is often accompanied by dyslexia, bipolar affective disorder.

ADHD in adults, attention deficit disorder in adolescents, adult men, women, boys, girls

Disease Attention Deficit Hyperactivity Disorder ADHD in the absence of adequate treatment in children, it can progress and remain in adolescents and adults. ADHD interferes with their communication, learning, work. They have poor attention, learning ability, difficulty in communicating with other people. Life becomes a nightmare.

ADHD: treatment in Saratov of attention deficit hyperactivity disorder in children and adults, methods of treatment

Sarclinic conducts treatment of ADHD in children in Saratov, treatment of attention deficit hyperactivity disorder in Saratov, treatment of ADHD in adults in Saratov, treatment of attention deficit hyperactivity disorder in men, women, boys, girls, boys, girls, children, adolescents, adults in Russia. Effective methods of treating ADHD can improve memory, attention, behavior, and normalize the functioning of the central nervous system. Hardware and non-hardware methods of reflex therapy are used, which, without side effects and complications allows to achieve positive dynamics, according to sarclinics, in children in 91% of cases, in adults in 78% of cases.

How to treat ADHD, attention deficit hyperactivity disorder in Saratov

Sarclinic knows how to treat attention deficit hyperactivity disorder in Saratov, how to cure ADHD in Russia, how to get rid of and where to turn for ADHD, where they treat ADHD in children and adults. Also, at what age does it occur? ADHD syndrome in children preschool or school age? Where to look website for parents of children with adhd ? What sdv, mmd (minimum brain dysfunction), dysgraphia, agraphia, dyslexia, hyperactivity, torticollis, zpr, zprr, psychotherapy, family therapy, neuropsychology, test? Who puts ADHD diagnosis?

Violation of attention and memory in children, impaired concentration: diagnosis by a neurologist ADHD, treatment

If delivered neurologist's diagnosis of ADHD, it is necessary to undergo complex treatment as soon as possible. If your child is inattentive, restless, loose, too mobile, overly active, does not study well, does homework poorly, behaves badly and inappropriately at home or at school, interferes with the teacher's lessons, has hyperdynamic syndrome, inadequate games, contact us for a solution to problems to a specialist. If you notice in a child impaired attention and memory , impaired concentration , modally non-specific attention disorders, attention deficit hyperactivity disorder, impaired activity and attention, then he has attention deficit disorder (START) to be treated. Sarclinic conducts treatment of attention deficit disorder in children, attention disorder treatment, treatment of memory and attention disorders in Saratov, in Russia.

Memory impairment in children: types, causes, correction, treatment

Sarclinic conducts treatment of memory disorders in children and adults in Saratov, treatment of memory and speech disorders in Russia, symptoms and syndrome of memory impairment, memory processes, disorders of immediate, short-term memory.

Text: ® SARCLINIC | Sarclinic.com \ Sarlinic.ru Photo: () Jaykayl | Dreamstime.com \ Dreamstock.ru The child shown in the photo is a model, does not suffer from the described diseases and / or all matches are excluded.

ADHD is a polymorphic clinical syndrome, the main manifestation of which is a violation of the child's ability to control and regulate their behavior, which results in motor hyperactivity, impaired attention and impulsivity. I would like to put special emphasis on the word polymorphic, because in reality no two children with ADHD are the same, this syndrome has many faces and a wide range of possible manifestations.

This is a psychiatric disorder - contrary to popular myths, its cause is the features of the structure and functioning of the brain, and not poor education, allergies, etc. The real reason is either genetic factors (in the vast majority of cases), or perinatal lesion central nervous system. That is why ADHD is a developmental disorder, and not just "innocent" features of the child's temperament, and its manifestations are present from early childhood, they are "built into" the child's temperament, and are not acquired over time and are not temporary. In this, ADHD differs from "episodic" psychiatric disorders such as depression, post-traumatic stress disorder, and others. We speak of a disorder because traits such as hyperactivity, impulsivity, and attention deficits are expressed inappropriately for the age of the child, and these traits lead to serious impairment of the child's functioning in the main areas of life.

This point needs additional explanation, since such features as physical activity, inattention, impulsivity are normal (especially in preschool and primary school age). In children with the so-called "active" temperament, these traits are more pronounced. However, if they generally do not create big problems for children and their environment - neither in the family, nor at school, nor among peers, and do not lead to behavioral, learning, or social development disorders, then we are not talking about ADHD. ADHD is an extreme manifestation of the “active” temperament spectrum, in which hyperactivity, impulsivity, and attention disturbances are so pronounced that they significantly impede learning, social adaptation, and, in general, the psychological development of the child. This is a specific characteristic of ADHD because, unlike many other disorders with abnormal manifestations (such as hallucinations in schizophrenia), ADHD is more of a spectrum disorder, an overexpression of features that are also characteristic of normal behavior. This creates certain difficulties in diagnosis, especially in mild forms of ADHD, because the boundary between the norm and pathology is very arbitrary... In this, ADHD can be compared with other spectrum medical disorders, in particular, obesity - the boundaries between normal weight, overweight, and obesity as a disease are rather conditional; however, the reality of obesity as a disease cannot be underestimated or dismissed.

This feature of ADHD also gives a certain opportunity to destigmatize such children, allows parents and children to present this problem not as a psychiatric diagnosis-label indicating their "defectiveness" and "abnormality" (in Ukrainian society, as in the societies of most post-Soviet countries, the stigmatization of persons with psychiatric disorders is unfortunately very common), but rather as a disorder that is an extension of the spectrum of active temperament, while, of course, not downplaying either the reality of the disorder and the problems associated with it, or the importance of timely and effective intervention.

ADHD is a developmental disorder and can be compared to other developmental disorders such as mental retardation. With mental retardation, the level of intellectual development of the child is lower than that of peers, and this leads to difficulties associated with social adaptation, independence, etc. Growing up, such a child acquires new knowledge, his intellectual level rises, but still remains lower than that of his peers. With ADHD, control, the ability of the brain to organize and self-control behavior, is impaired. Accordingly, with age, this ability also improves in children with ADHD, but remains lower than in peers. According to recent studies (their detailed analysis is presented in the chapter on the etiology of the disorder), in children with ADHD, there is a delayed maturation of the functions of the frontal cortex. Studies have shown that their brain develops according to the same features and patterns as their peers, but the maturation of the functions of the frontal cortex is slower. In milder forms of ADHD (and they are about 30-40% of total) by adolescence, these children catch up with their peers, in other cases, children with ADHD will have signs of impaired self-control in adulthood.

The spectrum of ADHD has led to different views in child psychiatry regarding the boundaries of the spectrum that can, in fact, be called a disorder. There are two most common diagnostic classifications, DSM-IV and ICD-10, which approach the diagnosis of ADHD in somewhat different ways. The boundaries of DSM-IV are broader and also include those milder forms of the disorder in which only symptoms of attention deficit or only hyperactivity-impulsivity are present. Accordingly, there are three subtypes of ADHD in this system: a combined form, a form with dominant attention impairment, and a form with dominant hyperactivity-impulsivity.

The ICD-10 criteria are more narrow, strict (in this system, the term hyperkinetic disorder is used as a synonym for ADHD) and cover only those more severe forms of the disorder that correspond to the combined form of ADHD according to DSM-IV.

It is not surprising that the DSM-IV system is used more often in clinical practice, because it allows the identification of milder forms of ADHD and the correct choice of correction methods, since these conditionally "mild" forms can nevertheless be accompanied by serious secondary problems and lead to significant impairment of the child's functioning. in the main areas of life.

However, the question of the existence of ADHD subtypes, their etiopathogenetic and prognostic differences is currently in the focus of scientific research, and in the near future this may lead to a new understanding of the nature of the disorder and its polymorphism, as well as to changes in the classification system.

Now it is important to realize that the essence of diagnostic labels is not to “hang” them on children, ceasing to see individuality in its uniqueness, but to be able to understand the characteristics of a particular child and know how to help him overcome difficulties. .

Diagnostic criteria for ADHD/hyperkinetic disorders according to the International Classification of Diseases (ICD-10, WHO, 1999)

/F90/ Hyperkinetic disorders

The disorders belonging to this group are characterized by early onset; a combination of excessively active, poorly controllable behavior with marked inattention and lack of perseverance in the child's tasks, and these characteristics of behavior are consistent in different situations and over time.

It is believed that constitutional anomalies play a key role in the genesis of these disorders, but their specific etiology is still unknown. AT last years to designate these syndromes, it was proposed to use the diagnostic term "attention deficit disorder". It was never implemented, because it implied the presence of knowledge about psychological processes that we do not yet possess. This term also assumed the inclusion in its scope of anxious, preoccupied, "dreamy" or apathetic children, who are also distinguished by reduced attention that arose in connection with completely different problems (disorders). Nevertheless, it is clear that, from a behavioral point of view, attention disorders are a central feature of hyperkinetic disorders.

Hyperkinetic disorders always begin early in development (usually within the first five years of life). Their main characteristics are the lack of persistence in activities that require the use of cognitive functions, and the tendency to move from one activity to another without completing the work begun. Along with this, disorganized, almost uncontrollable, excessive activity is typical. These problems usually continue throughout the school years and sometimes into adulthood, but many people with these disorders experience improvements in both behavior and attention.

These violations can be combined with many other deviations. Hyperactive children are often reckless and impulsive, prone to accidents and injury. Often they bring trouble and punishment upon themselves, more from a thoughtless violation of the rules than from conscious disregard for them or deliberate disobedience. In relationships with adults, these children are often characterized by social disinhibition, excessive swagger in communication, they lack natural caution and restraint. They are usually not popular with their peers, they are not liked, which can, in the end, lead to social isolation. Among these children, cognitive impairment is common, and specific delays in motor and speech development are disproportionately common.

The frequency of hyperkinetic disorders in boys is several times higher than in girls. Often, these disorders are accompanied by difficulty in reading (and/or other learning difficulties).

Diagnostic criteria

The main symptoms are impaired attention and excessive activity. Both of these must be present for a diagnosis to be made, and they must be present in more than one setting (eg, at home, in the classroom, in the clinic).

Violation of attention is expressed in the fact that the child interrupts the execution of tasks in the middle and does not complete the work begun, constantly moves from one lesson to another, and it looks as if he is losing interest in the previous case, being distracted by the next (although the results laboratory research do not always show a significant degree of sensory or perceptual distractibility). Such a deficit in persistence and attention should be taken into account in the diagnosis only if it is excessive for a child of that age and with an appropriate IQ.

Excessive activity implies excessive mobility and restlessness, especially in situations requiring relative rest. Depending on the situation, the child may run and jump, jump up when he should be sitting, talk and make too much noise, or move his arms and legs restlessly, twist and fidget in his chair. The standard for diagnosis should be the hyperactivity of the child compared to what is expected in the situation and with other children of the same age and level of intellectual development. This feature of behavior becomes especially noticeable in structured, organized situations that require high level self-control behavior.

Accompanying symptoms are not sufficient or even necessary to establish a diagnosis, but help to confirm it. Disinhibition in social relationships, recklessness in situations of danger, and impulsive violation of social rules (manifested, for example, in the fact that the child interferes in the affairs of other people or interferes with them, “blurts out” the answer when the question has not yet been asked to the end, not can wait their turn) - all these features are characteristic of children with this disorder.

Characteristic behavioral problems should be characterized by early onset (before 6 years of age) and persistence over time. However, prior to school entry, hyperactivity is difficult to recognize due to wide range variants of the norm: only its most pronounced forms lead to the establishment of this diagnosis in preschool children.

findings

• The main manifestations of ADHD are hyperactivity, attention deficits, and impulsivity.
• In ADHD, these symptoms are expressed inappropriately for age and lead to significant impairment of the child's functioning in the main areas of life.
• ADHD is a spectrum disorder and represents the extremes of a continuum of "active" temperament and normal behavioral patterns in children.
• In order to accurately diagnose and differentiate between ADHD and normal behavior, diagnostic systems with well-defined criteria are used.
• The two main diagnostic systems DSM-IV and ICD-10 cover the spectrum of this disorder in slightly different ways: the former is broader, while the latter includes only the more severe forms of the disorder.

In recent years, children have been increasingly diagnosed with Attention Deficit Hyperactivity Disorder.

Many do not take this disease seriously, meanwhile, the problem is much more serious than it seems. Not only those around, but the child himself suffers from his condition.

Adults must clearly understand where the line between bad parenting and true illness lies in order to help the child cope with the situation.

About the causes and symptoms of attention deficit hyperactivity disorder (ADHD) in children under one year old (infants), preschool and school age, what is this diagnosis (its decoding) and how dangerous is it for a child?

What is it, ICD-10 code

Hyperactivity Syndrome is a neurological and behavioral disorder, which consists in increased excitability of the nervous system.

Pathology is expressed in excessive impulsivity, difficulty concentrating, poor controllability. According to ICD 10, the disease has the code F90.0- Violation of activity and attention.

This disease manifests itself in childhood. For the first time they started talking about it in the 70s of the 20th century. However, many doctors still doubt that such a diagnosis exists.

They explain all manifestations by heredity, the results of upbringing, the influence of others and the environment. Statistically, the disorder is present in about 5% of the population, most of which are males.

In medicine, there are three types of syndrome:

• Hyperactivity with a predominance of attention deficit.
• Disorder with a predominance of hyperactivity and impulsivity.
• Mixed type.

Causes of ADHD in childhood

ADHD is diagnosed between the ages of 4 and 7. This is due to the need to observe the behavior of the child in different settings: at home, in kindergarten, on the street.

For young children, especially under one year old, the pathology is not diagnosed, even if there are manifestations. Hyperexcitability newborns may be a sign of other illnesses.

• impulsiveness;
• restlessness;
• increased anxiety;
• sleep problems;
• developmental delay;
• difficulty concentrating;
• uncontrollability.

pathology is expressed in the fact that he sleeps little, wakes up from any rustle, often cries for no apparent reason.

The brightest objects and toys arouse his interest for a second. These children often show increased muscle tone.

Hyperactivity in children 2-3 years old manifests itself brighter. Children cannot concentrate, while eating or other activities they constantly spin in a chair. They are distinguished by excessive capriciousness.

It is difficult to captivate such children with games, books, even cartoons do not attract their attention for long. Another one characteristic- mood swings. The baby may suddenly become silent, refuse to communicate and play.

At 3-4 years old, a child with hyperactivity shows aggression towards others, strives to be the first, freaks out when he is not allowed to. He often comes into conflict with peers, fights.

At the age of 5-7 years, the disease is expressed in disobedience, tantrums unwillingness to obey the accepted rules of conduct.

Children with ADHD can make a scandal in the store, kindergarten, while no persuasion works on the child. A hyperactive child may, in a fit of anger, injure himself or others.

In schoolchildren, ADHD is expressed in the following symptoms:

• Aimless motor activity: running, dangling legs, moving in a chair, trying to climb where they should not.
• Can't wait for your turn.
• Talkativeness, intervening in other people's conversations.
• Inability to play quiet games.
• Mood swings.
• No sense of danger.
• Difficulties in concentration, performing school tasks.
• Constant forgetfulness, loss of personal belongings.
• Disorganization, failure to complete work on time.
• Distraction to foreign objects (phone games in class).
• Aggressive behavior.
• Suicidal thoughts.
• Carelessness, carelessness.
• Delayed emotional development.

Children with ADHD do not study well, miss classes at school, constantly conflict with teachers and classmates.

They can skip school, leave home. Although the intellectual abilities of these guys are at a normal level.

Differences from activity

A healthy temperamental child can be distinguished from a hyperactive one by the following features:

• After active games he calms down and rests on his own.
• He falls asleep normally and sleeps according to his age.
• Has a sense of danger and fear, will not repeatedly climb into a dangerous place.
• Quickly understands the word "no".
• He can easily be distracted from hysteria by another irritant.
• Easily agrees to an alternative.
• Does not show aggression towards parents and peers.

Learn more about the symptoms and signs of hyperactivity in children in the following video:

Possible consequences

A person suffers from such a disease at any age.. He has difficulties with social adaptation, starting from kindergarten.

He cannot find mutual language with peers, constantly conflicts. Parents of other children complain about him, classmates constantly set him up as an example, thereby lowering his self-esteem.

Students have learning difficulties, they lag behind in development, skip classes. Going to school turns into torture. This leads to isolation and aggression.

Due to impulsivity, situations often arise that threaten the health of the child and others. If the disease is not treated, then a psychopathic personality type will form in an adult.

How to Diagnose

Parents notice signs of pathology in children as early as 2-3 years. A neurologist together with a psychologist can accurately establish the diagnosis.

The doctor listens to the complaints of the parents, conducts a conversation with the child. For a psychologist, it is important to know how the adaptation went in the kindergarten or school, what is the situation in the family.

Older patients are given a computer-based attention test.

It consists of 8 levels, stimuli appear on the screen, to which the patient must either press the buttons or not respond.

In addition to this test, the doctor may prescribe an encephalogram, a blood test for hormones.

Drug therapy for patients with ADHD is prescribed as a last resort, when other methods fail.

Usually used Desipramine and Atomoxetine, which stimulate the blood vessels of the brain, relieve intracranial pressure. They also use psychostimulants (Levamphetamine), nootropics (Cerebrolysin, Pantogam).

In most cases, doctors try to do without drugs, using methods of psychocorrection. Parents are also taught these methods.

Most effective methods: The child is offered life situations, he must model his behavior.

Nutrition and daily routine

It is important for the baby to organize the correct daily routine. He should sleep, walk and eat at the same time. Before going to bed, it is advisable to play in a calm board game or read a book.

In the house, the child should have a personal space, a room or a corner, you need to teach him to collect things, toys every day.

Proper nutrition plays a big role. Doctors say that the rapid increase in cases of hyperactivity is associated with the use of fast food and foods with preservatives.

The diet of the child should consist of lean meat, vegetables, fruits, dairy products. Sweets and junk food should be kept to a minimum.

What Not to Do

In contact with

General information

From a neurological point of view, ADHD is seen as a persistent and chronic syndrome for which no cure has been found. According to the population of the United States, this disorder is present in 3-5% of people, including both children and adults.

According to the current (early 2007) diagnostic criteria, ADHD can be diagnosed starting in late preschool or school age, since assessment of the child's behavior in at least two settings (for example, at home and at school) is necessary to fulfill the requirements for diagnosis. The presence of learning disabilities and social functioning is a necessary criterion for establishing a diagnosis of ADHD. The question of the objectivity of the diagnosis of ADHD and sufficient grounds for the appointment drug treatment remains debatable, due to the lack of uniform diagnostic criteria and methods for assessing the symptoms of the disease.

Prevalence

ADHD is more common in boys. The relative prevalence among boys and girls ranges from 3:1 to 9:1, depending on the criteria for diagnosis, study methods, and study groups (children who were referred to a doctor; schoolchildren; the general population). The estimates of the prevalence of ADHD also depend on these factors (from 1-2% to 25-30%). According to some data, the prevalence of the syndrome among younger schoolchildren is about 10-15%, in boys it occurred 2.8-3 times more often than in girls.

Definition and criteria for diagnosis

Currently, the basis for establishing a diagnosis is a phenomenological psychological characteristic. Many of the signs of ADHD appear only occasionally.

Impulsiveness

One of the main signs of ADHD, along with attention disorders, is impulsivity - a lack of control over behavior in response to specific demands. Clinically, these children are often characterized as reacting quickly to situations, not waiting for directions and instructions to complete the task, and inadequately assessing the requirements of the task. As a result, they are very careless, inattentive, careless and frivolous. Such children are often unable to consider the potentially negative, harmful or damaging (and even dangerous) consequences that may be associated with certain situations or their actions. Often they expose themselves to unreasonable, unnecessary risks in order to show their courage, whims and quirks, especially in front of their peers. As a result, accidents with poisoning and injuries are not uncommon. Children with ADHD may carelessly damage or destroy someone's property much more often than children without signs of ADHD.

One of the difficulties in diagnosing ADHD is that it is often accompanied by other problems. A small group of people with ADHD suffer from a rare disorder called Tourette's syndrome.

DSM-IV diagnostic criteria for ADHD

I. Choice of option A or B:

A. NEGLIGENCE Diagnosis requires the presence of six or more of the following symptoms of inattention, which persist in the child for at least six months and are so pronounced that they indicate insufficient adaptation and inconsistency with normal age characteristics:

1. Often unable to pay attention to details; due to negligence, frivolity, makes mistakes in school assignments, in work performed and other activities.
2. Usually has difficulty maintaining attention when performing tasks or during games.
3. Often it seems that the child does not listen to the speech addressed to him.
4. Often fails to follow the instructions given and to complete the lessons, homework or duties at the workplace (which has nothing to do with negative or protest behavior, inability to understand the task).
5. Often experiences difficulties in organizing independent tasks and other activities.
6. Usually avoids engaging in tasks that require sustained mental effort (eg, schoolwork, homework).
7. Often loses things needed at school and at home (eg toys, school supplies, pencils, books, work tools).
8. Easily distracted by extraneous stimuli.
9. Often shows forgetfulness in everyday situations.

b. HYPERACTIVITY. The presence of six or more of the following symptoms of hyperactivity and impulsivity that persist for at least six months and are so pronounced that they indicate a lack of adaptation and inconsistency with normal age characteristics:

1. Restless movements in the hands and feet are often observed; sitting on a chair, spinning, spinning.
2. Often gets up from his seat in class during lessons or other situations where he needs to stay still.
3. Often shows aimlessness motor activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable.
4. Usually unable to play quietly, quietly, or engage in leisure activities.
5. Often located in in constant motion and behaves "as if a motor was attached to it."
6. Often talkative.

IMPULSIVENESS

1. Often answers questions without thinking, without listening to them to the end.
2. Usually with difficulty waiting for his turn in various situations.
3. Often interferes with others, sticks to others (for example, interferes in conversations or games).

II. ( b.) Some symptoms of impulsivity, hyperactivity, and inattention begin to cause concern to others before the age of seven.

III. ( C.) Problems caused by the above symptoms occur in two or more environments (for example, at school and at home).

IV. ( D.) There is strong evidence of clinically significant impairments in social contact or schooling.

ADHD in adults

It turns out that more than half of the children suffering from this disorder continue to suffer from it into adulthood. In 30-70% of cases, ADHD symptoms continue into adulthood. Many adults who this problem was not revealed in childhood, they do not realize that this is precisely the reason for their inability to maintain attention, difficulties in learning new material, in organizing the space around them and in interpersonal relationships.

Treatment options for ADHD

AT different countries approaches to the treatment and correction of ADHD and available methods may differ. However, despite these differences, most experts consider the most effective integrated approach, which combines several methods, individually selected in each case. Methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction are used. “Drug therapy is indicated on an individual basis when the cognitive and behavioral problems in a child with ADHD cannot be managed by non-drug methods alone.” Used in the US for treatment addictive ritalin.

Currently, there are several approaches to the treatment of ADHD.

• neuropsychological. When, with the help of various exercises, we return to the previous stages of ontogenesis and rebuild those functions that were formed archaically incorrectly and have already been fixed. To do this, they need, like any other ineffective pathological skill, to purposefully reveal, disinhibit, destroy and create a new skill that is more consistent with effective work. And this is carried out on all three floors of mental activity. This is a laborious, multi-month job. The child is born for 9 months. And neuropsychological correction is designed for this period. And then the brain begins to work more efficiently, with less energy costs. Old archaic connections, relations between the hemispheres are normalizing. Energy, management, active attention are built.

• syndromic. Imagine that a mature personality child wants to behave in accordance with the norms, wants to learn, to perceive knowledge. His parents raised him well. He must sit quietly in class. Must be attentive and listen, control yourself. Three difficult tasks at the same time. Not a single adult person is able to perform three tasks that are difficult for him. Therefore, syndromic work is that the child is given an interesting activity (voluntary). But in this activity there is post-voluntary attention (when we become interested in something and delved into it, we already strain without additional costs). Therefore, when they say that children with ADHD are able to sit at the computer for a very long time, then this is a completely different attention.

There are outdoor games that require only the tension of attention. The child moves according to the conditions of the game, he can be explosive, impulsive. This may help him win. But the game is about attention. This function is being trained. Then the restraint function is trained. However, he can be distracted. Each task is solved as it arrives. This improves each feature individually.

But no medicine teaches how to behave, so two more directions are added:

• Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either forming or extinguishing them with the help of encouragement, punishment, coercion and inspiration.

• Work on personality. Family Psychotherapy, which forms the personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).

All this complex of methods of psycho-correction and drug treatment with timely diagnosis will help hyperactive children to compensate for violations in time and fully realize themselves in life.

Pharmacocorrection

Causes of ADHD

The exact cause of ADHD is not known, but there are several theories. The causes of organic disorders can be:

Genetic factors

Specialists of the Medical Genetic scientific center The Russian Academy of Medical Sciences and the Faculty of Psychology of Moscow State University found that "most researchers agree that a single cause of the onset of the disease cannot be identified and, it seems, will never be possible." Scientists from the United States, Holland, Colombia and Germany have suggested that 80% of the occurrence of ADHD depends on genetic factors. Out of more than thirty candidate genes, three were selected - the dopamine transporter gene, as well as two dopamine receptor genes. However, the genetic prerequisites for the development of ADHD are manifested in interaction with the environment, which can strengthen or weaken these prerequisites.

Other common comorbidities

Forecast

Individuals with these diseases are forced to put up with a number of restrictions.

Criticism

ADHD is one of the most controversial and controversial mental disorders ADHD and its treatment has been questioned since at least the 1970s. The existence of ADHD is doubted by many doctors, teachers, high-ranking politicians, parents, and the media. The range of opinions about ADHD is quite wide - from those who do not believe that ADHD exists, to those who believe that there are genetic or physiological prerequisites for this condition.

Researchers at Canada's McMaster University have identified five main points on which the debate is evolving:

In 1998, the US National Institutes of Health hosted a conference on ADHD. At the end of the conference, they came to the following conclusion:

“…We don’t have an independent, reliable test for ADHD and there is no evidence that ADHD is caused by a brain disorder.”

Lack of clarity about what could be classified as ADHD and changes in criteria for diagnosis led to confusion. Ethical and legal issues regarding treatment have been major areas of controversy, especially the use of psychostimulants in treatment, as well as the advertising of stimulants for the treatment of ADHD by groups and individuals who receive money from pharmaceutical companies.

Medical professionals and news outlets have argued that the diagnosis and treatment of this disorder deserves more scrutiny.

Alternative theories such as Hunter vs. farmer theory, Neurodiversity, and Social construct theory of ADHD have been proposed to explain the symptoms of ADHD.

Some individuals and groups completely deny the existence of ADHD. These include Thomas Sasz, Michel Foucault, and groups such as the Citizens' Commission on Human Rights (CCHR). However, most US medical authorities and courts consider ADHD diagnoses to be legitimate. (See Ritalin class action lawsuits)

Literature

In Russian

• Altherr P, Berg L, Welfl A, Passolt M. Hyperactive children. Correction of psychomotor development. - M: Publishing Center "Academy", 2004
• Bryazgunov I.P., Kasatikova E.V. Restless child or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, 2002
• Bryazgunov I.P., Kasatikova E.V. Attention deficit hyperactivity disorder in children. - M.: Medpraktika-M, 2002
• Zavadenko N.N. Hyperactivity and attention deficit in childhood. - M.: Publishing center "Academy", 2005.
• Zavadenko N.N. How to understand a child: children with hyperactivity and attention deficit. - School-Press, 2001
• Zavadenko N.N., Suvorinova N.Yu., Rumyantseva M.V. Attention deficit hyperactivity disorder: risk factors, age dynamics, diagnostic features. - Defectology, 2003, No. 6
• Monina G.B., Lyutova-Roberts E.K., Chutko L.S. hyperactive children. Psychological and pedagogical correction. - St. Petersburg: Speech, 2007
• Murashova E.V. Children are “mattresses” and children are “catastrophes”. Hypodynamic and hyperdynamic syndrome" - Ekaterinburg: U-Factoria, 2004.
• Russell A. Barkley, Christina M. Benton. Your naughty child. - St. Petersburg: Peter, 2004
• Chutko L.S., Palchik A.B., Kropotov Yu.D. Attention deficit hyperactivity disorder in children and adolescents. - St. Petersburg: SPbMAPO Publishing House, 2004
• Chutko L.S. Attention deficit hyperactivity disorder and related disorders. - St. Petersburg: Hoka, 2007

in foreign languages

• Hartmann, Thom "Attention Deficit Disorder, A Different Perception" subtitled "A Hunter in a Farmers World".
• Barkley, Russell A. Take Charge of ADHD: The Complete Authoritative Guide for Parents(2005) New York: Guilford Publications.
• Bellak L, Kay SR, Opler LA. (1987) "Attention deficit disorder psychosis as a diagnostic category". Psychiatric Developments, 5(3), 239-63. PMID 3454965
• Conrad, Peter Identifying Hyperactive Children(Ashgate, 2006).
• Crawford, Teresa I "m Not Stupid! I" m ADHD!
• Green, Christopher, Kit Chee, Understanding ADD; Doubleday 1994; ISBN 0-86824-587-9
• Hanna, Mohab. (2006) Making the Connection: A Parent's Guide to Medication in AD/HD, Washington D.C.: Ladner-Drysdale.
• Joseph, J. (2000). "Not in Their Genes: A Critical View of the Genetics of Attention-Deficit Hyperactivity Disorder", Developmental Review 20, 539-567.
• Kelly, Kate, Peggy Ramundo. (1993) You Mean I "m Not Lazy, Stupid or Crazy?! A Self-Help Book for Adults with Attention deficit Disorder. ISBN 0-684-81531-1
• Matlen, Terry. (2005) "Survival Tips for Women with AD/HD". ISBN 1886941599
• Ninivaggi, F.J. "Attention-Deficit/Hyperactivity Disorder in Children and Adolescents: Rethinking Diagnosis and Treatment Implications for Complicated Cases", Connecticut Medicine. September 1999; Vol. 63, no. 9, 515-521. PMID 10531701

Notes

1. LONI: Laboratory of Neuro Imaging
2. NINDS Attention Deficit-Hyperactivity Disorder Information Page. National Institute of Neurological Disorders and Stroke (NINDS/NIH) February 9, . As of 2007-08-13.
3. Dr. Russell A. Barkley Official Site, Authority ADHD, Attention Deficit Hyperactivity Disorder
4. Attention-Deficit/Hyperactivity Disorder (ADHD). (eng.) Data from the site behavenet.com. Information collected on December 11, 2006.
5. Vincent Parrillo Encyclopedia of Social Problems. - SAGE, 2008. - P. 63. - ISBN 9781412941655
6. Treatment of Attention-Deficit/Hyperactivity Disorder . US department of health and human services (December 1999). Retrieved October 2, 2008.
7. Harv Rev Psychiatry 16 (3): 151–66. DOI:10.1080/10673220802167782. PMID 18569037.
8. developmental psychopathology. - Chichester: John Wiley & Sons, 2006. - ISBN 0-471-23737-X
9. ADD/ADHD Health Center. (eng.) Information from the site WebMD.com. Data collected December 11, 2006.
10. Attention deficit/hyperactivity disorder. E.D. Belousova, M.Yu. Nikanorov. Department of Psychoneurology and Epileptology, Moscow Research Institute of Pediatrics and Pediatric Surgery, Ministry of Health of the Russian Federation
11. Attention Deficit Hyperactivity in Children: Modern Approaches to Pharmacotherapy N.N. Zavadenko, N.Yu. Suvorinova, N.V. Grigoriev. Department of Nervous Diseases, Faculty of Pediatrics, Russian State Medical University, Moscow
12. RIA News
13. Tragedy in Belgium: is the "American Syndrome" to blame?
14. Ritalin addiction help
15. http://www.cchr.ru/press1.html Child psychiatrists in Australia, Finland and Denmark got their hands on
16. Stimulant medication for the treatment of attention-deficit hyperactivity disorder: evidence-b(i)ased practice? -- Bailly 29(8):284 -- Psychiatric Bulletin.
17. Genetics of Hyperactivity and Attention Deficit//Chemistry and Life. 2008. No. 1., p. 5
18. Mayes R, Bagwell C, Erkulwater J (2008). "ADHD and the rise in stimulant use among children". Harv Rev Psychiatry 16 (3): 151–66. DOI:10.1080/10673220802167782. PMID 18569037.
19. Foreman, D. M. (2006). "

In different countries, approaches to the treatment and correction of ADHD and available methods may differ. However, despite these differences, most experts consider the most effective integrated approach, which combines several methods, individually selected in each case. Methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction are used. “Drug therapy is prescribed on an individual basis in cases where cognitive impairment and behavioral problems in a child with ADHD cannot be overcome with non-drug methods alone. » In the US, the addictive Ritalin is used for treatment.
Pharmacocorrection. In the treatment of ADHD, as an auxiliary method, medicines. The best known of these are psychostimulants such as methylphenidate, dextroamphetamine with amphetamine, and dextroamphetamine. One of the disadvantages of these drugs is the need to take them several times a day (the duration of action is about 4 hours). Now there are methylphenidate and dextroamphetamine with long-acting amphetamine (up to 12 hours). Other groups of drugs are also used, for example, atomoxetine.
Special care is needed when prescribing stimulants to children, as several studies have shown that high doses (eg Methylphenidate over 60 mg/day) or misuse are addictive and may encourage adolescents to use higher doses to achieve a narcotic effect. According to a study conducted in the United States among cocaine addicts, people with ADHD who used stimulants in adolescence The likelihood of addiction to cocaine is 2 times higher than those who were diagnosed with ADHD, but did not use stimulants.
In 2010, a study was published in Australia on the failure and ineffectiveness of treating ADHD with stimulants. The study covered people who were followed for 20 years.
The United Nations Committee on the Rights of the Child has issued recommendations stating the following: “The Committee is concerned about reports that Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) are being misdiagnosed and that psychostimulants are being over-prescribed as a result, despite increasing evidence of the harmful effects of these drugs. The Committee recommends further research into the diagnosis and treatment of ADHD and ADD, including the possible negative effects of psychostimulants on the physical and psychological well-being of children, and the maximum use of other forms of management and treatment when addressing behavioral disorders.”
The approach common in the CIS is nootropic drugs, substances that improve brain function, metabolism, energy, increase the tone of the cortex. Amino acid preparations are also prescribed, which, according to manufacturers, improve brain metabolism. There is no evidence that such treatment is effective.
* Psychostimulants.
O Phenamine.
O Ritalin (Methylphenidate).
* Antidepressants.
O Venlafaxine.
O Imipramine.
O Nortriptyline.
O Atomoxetine.
Non-pharmacological approaches.
Currently, there are several non-pharmacological approaches to the treatment of ADHD, which can be combined with pharmacological correction, or used independently.
* Neuropsychological (using various exercises).
* Syndromic.
* Behavioral or behavioral psychotherapy focuses on certain behavioral patterns, either forming or extinguishing them with the help of encouragement, punishment, coercion and inspiration. It can be used only after neuropsychological correction and maturation of brain structures, otherwise behavioral therapy is ineffective.
* Work on personality. Family Psychotherapy, which forms the personality and which determines where to direct these qualities (disinhibition, aggressiveness, increased activity).
All this complex of methods of psycho-correction and drug treatment with timely diagnosis will help hyperactive children to compensate for violations in time and fully realize themselves in life.