Trouble focusing, eating habit changes, and trouble sleeping can all be signs of both ADHD and major depression. However, the two are not the same. While sometimes they can be confused with one another, they can also sometimes both co-occur. When ADHD and major depression co-exist, we call them comorbid or coexisting conditions. How are the two disorders linked and how can we tell them apart?
The diagnosis, research, and treatment of Attention Deficit Hyperactivity Disorder (ADHD) have long been biased towards young white boys. Often, women of color have been ignored and left undiagnosed until adulthood. According to a recent article in New York Times, the neglect of adult women with ADHD may be changing.
Attention-Deficit/Hyperactivity Disorder (ADHD) is a commonly diagnosed neurodevelopmental condition in children and adolescents. More recently, ADHD has been diagnosed frequently in adults as well. Although the symptoms used for diagnosing ADHD are the same across the lifespan, it is common for ADHD to manifest differently in adults than in children. Thus, understanding the typical presentation of adult ADHD is important for the diagnosis and treatment of this condition.
Children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) typically present with cognitive and/or behavioral symptoms that impact their ability to independently complete tasks including homework or chores. Given these core features of ADHD, parents often struggle with how to encourage their child’s independent functioning.
Given the challenges of virtual learning in individuals with ADHD, it is particularly important to implement strategies that will set the child up for success. First, creating an area within the home that is dedicated solely to learning will improve the child’s ability to remain focused. Given that inattention is a core feature of ADHD, reducing the potential for distractions within the learning area is crucial.
Children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) often exhibit cognitive and behavioral symptoms that adversely impact their academic performance. Children with ADHD may experience difficulty with staying on task, fidgeting, poor impulse control, or emotion dysregulation that serve as barriers to their ability to learn. Given this, school-based interventions are imperative for promoting the academic performance of individuals with ADHD.
Doctors typically advise a combination of behavioral interventions, counseling and medication to address a child’s symptoms. A child who can manage the symptoms of A.D.H.D., allowing for a more successful experience in school, may reach a point when A.D.H.D. is far less of a problem. So facilitating success in school and ultimately in life may be the path to “outgrowing” the diagnosis.
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed neurodevelopmental disorders in children and adolescents. ADHD has a behavioral and cognitive presentation that may be similar to other conditions, including learning disorders, depression, anxiety, or impulse control disorders.
A new study in the Journal of Attention Disorders sheds light on gender disparities in ADHD. The most striking difference is demonstrated in the physical manifestation of the disorder, where girls with ADHD are less hyperactive and show fewer motor responsive issues than their male counterparts.
As our society continues the conversation on racial disparities, it is important to acknowledge and address its place in the psychology profession. Taking a look at ADHD evaluations and diagnosis, specifically, it becomes evident that there is great variance in treatment rates among racial and social groups…
