ADHD stands for Attention Deficit Hyperactivity Disorder. Inattention, hyperactivity and impulsivity are the main features. If the disorder is not treated, it will affect school and professional performance and social contacts. ADHD is one of the most common childhood mental disorders. In many cases, it will last for life. How to recognize ADHD and how to treat the disorder, read here.
ADHD: short overview
- Main symptoms: Inattention, hyperactivity and impulsivity. With some also dreaminess
- Effect of ADHD: Learning or professional difficulties, behavioral problems, problems in dealing with others
- Causes and risk factors: probably predominantly genetic, but also unfavorable environmental influences as a trigger
- Diagnosis: Requests of typical characteristics, behavioral observations, exclusion of other mental and physical illnesses as causes
- Therapy: Behavioral therapy, possibly in combination with medication. Parental training for the children.
- Forecast: Remains as “ADS” often persist into adulthood. Hyperactivity then decreases. If left untreated, there are serious consequences for professional and private life
ADHD: symptoms
If children or adults are fidgety, unfocused, chaotic and uncontrollably impulsive or even dreamy, attention deficit hyperactivity disorder (ADHD) may be the cause of the problems. In the vernacular one speaks also of the “Zappelphilipp”.
According to the ADHS definition, the disorder is associated with the following main symptoms:
- attention deficit
- pronounced impulsivity
- extreme restlessness (hyperactivity)
Three subgroups
The symptoms of ADHD can vary widely. It also does not always show all the signs in a patient. In total, there are three subgroups of ADHD
- predominantly hyperactive-impulsive: “Zappelphilipp”
- mainly attention-disturbed: “Hans-look-in-the-air” or “dreamers” (attention deficit type, ADS))
- Mixed type: attention-getting and hyperactive
ADHD symptoms by age group
ADHD is considered a congenital disorder, which makes itself felt before the age of six. The disease can persist for a long time. However, ADHD symptoms vary in infants, toddlers, adolescents and adults.
Early signs in the infant
A safe diagnosis of ADHD is not yet possible in infancy. Researchers have found in long-term studies, however, a link between ADHD and so-called regulatory disorders.
Impaired babies often scream long, sleep poorly and are sometimes difficult to feed. They are also very restless and often appear in a bad mood. Some infants who develop ADHD later in life reject body contact. However, such behavior can also be based on completely different causes. Only a third of babies who exhibit such behaviors later received the diagnosis of ADHD.
ADHD symptoms in toddlerhood
ADHD is also difficult to recognize in infants. An ADHD toddler usually screams a lot, has no desire to play and has little ability to attract attention. Typical ADHD symptoms at this age are marked motor restlessness and restlessness.
Social problems: ADHD often burdens the child and his parents alike. The children find by their disturbing behavior only bad connection. They have problems making friends with other children.
Poor concentration ability: Infants with ADHD have a hard time concentrating on quiet activity for a long time. After a short time they change from one game to the next. Their unpredictable behavior can also lead to more frequent accidents.
Pronounced defiance phase: Even the defiance phase is more violent than other children. ADHD children often burst in the middle of conversations. Some strain the patience of their parents by constantly producing sounds.
Flashy language acquisition: The acquisition of language in infants with ADHD occurs either strikingly early or delayed.
Lack of coordination of movement: Dealing with craft tools is difficult for many children with ADHD due to their lack of fine and coarse motor coordination.
ADHD symptoms at primary school age
Common ADHD symptoms in primary school children are low frustration tolerance and tantrums when things are not going their way. Constant speech and inappropriate facial expressions and gestures are other symptoms. ADHD also manifests itself through awkwardness and frequent accidents while playing. The children suffer from the effects of the disorder and usually have low self-esteem.
Children with ADHD find it difficult to comply with rules. In school, they are therefore often as “annoying” and “spoilsport”. They talk excessively and interrupt others. Tasks solve them slowly and unsystematically, in addition they are quickly distractible and hardly tolerate frustration. All this makes them outsiders.
For teachers, ADHD signs such as disruption in the classroom and high levels of distractibility are challenging. Not every affected child is constantly struggling, but all children with ADHD syndrome are out of the ordinary.
In many cases, the children have a reading-spelling or calculating weakness. These ADHD symptoms make it difficult for children to keep up in school. In addition, their writing is often difficult to read and their order behavior is chaotic.
ADHD symptoms in adolescence
Adolescents with ADHD continue to be inattentive and often develop a “zero-bock mentality”. They refuse necessary services and flee into an aggressive anti-attitude. To some extent, these behaviors are not uncommon in adolescence, but they are much more pronounced in ADHD.
Adolescents with ADHD are prone to risky behavior and are often attracted to marginalized social groups. Alcohol and drugs often play a role here. Many suffer from a low self-esteem, some experience strong fears and also depression. But there are also young people who feel better – restlessness and impulsivity decrease.
ADHD in adulthood
In about 40 percent of children with ADHD, the disease persists for life. In Germany, about two million adults suffer from ADHD or ADD.
However, the appearance of the disorder changes. In puberty, the excess motor usually loses. Fuzziness, forgetfulness or disorganization come to the fore. Also symptoms such as impulsive behavior and ill-considered actions are still present.
The problem is that ADHD is often not recognized in adulthood. The symptoms then exist for so long that they are perceived as part of the personality.
But if the disorder is not treated, it can have serious repercussions on social contacts, careers, and life satisfaction. Through their impulsiveness and ill-considered action, they often take unnecessary risks and harm themselves.
Frequently, additional mental illnesses occur, such as depression, anxiety disorders, substance abuse or addictions.
If they manage to control and use the wealth of ideas typical of ADHD, adults with ADHD can also be extremely successful in life
More on ADHD in adulthood can be found in the text ADHD Adults.
Positive symptoms: ADHD can also bring benefits
ADHD can also have positive sides. People with ADHD are mentally often very agile and can be extremely creative. If you find a task that excites you, you are highly motivated and extremely capable. In that case, they can focus their attention on one thing and be very successful.
They also have good access to their feelings and are very helpful. Her sense of justice is also strong. Despite the many difficulties that people with ADHD have due to their symptoms, they often find amazing ways to cope.
Difference ADS – ADHD
The term attention deficit syndrome (ADD) refers to people who are inattentive and can concentrate poorly but are not hyperactive. Thus, they correspond to the “dreamy” subtype of ADHD. There is no fundamental difference between ADD and ADHD.
ADS children are less noticeable than their hyperactive comrades. The disorder is therefore often not recognized by them. But they also have big problems at school. In addition, they are very sensitive and quickly hurt.
ADHD: causes and risk factors
Why some children develop ADHD is not yet clear. It is clear that the genetic material has a great influence. A crucial role in the development of ADHD is played by brain organic changes. With an appropriate predisposition, environmental factors can then trigger ADHD.
ADHD is not a modern civilization disease, as was often assumed in the past. It is not caused by improper education, poor diet or excessive media consumption. While these factors may have an adverse effect on the condition, they are not the root cause.
Genetic causes
Researchers believe that genes account for 70 percent of the onset of ADHD. In many cases, parents, siblings or other relatives also suffer from ADHD. The risk of developing ADHD is significantly higher, especially for boys, if one parent suffers from the disorder.
Signal disturbance in the head
Scientists mainly suspect dysfunctions in the brain as the cause of ADHD. Certain regions are not active enough – they are in a kind of “Sleeping Beauty”. These include the frontal lobes as well as certain areas of the trunk ganglia and cerebellum. These brain sections are responsible for attention, execution and planning, concentration and perception.
In them the concentration of special messenger substances is too low, which are necessary for the communication of the nerve cells. These include serotonin, which regulates impulse control, and norepinephrine and dopamine, which are important for attention, drive, and motivation.
Missing filters
Countless pieces of information enter our brains every second, but only a few of them become aware of us. A filter protects against sensory overload and helps to distinguish important from unimportant.
In ADHD / ADD children, the brain filters out unimportant information inadequately. The brain of ADHD sufferers is then confronted with too many different stimuli at the same time and overwhelmed.
Therefore, they are difficult to concentrate. The unfiltered flood of information makes her restless and tense. If the teacher shows something on the board, the child is already distracted by the sounds of his classmates. Children with ADD without hyperactivity behave rather quiet, but have just as difficult to be attentive as the classic “Zappelphilipp”.
environmental influences
Environmental toxins and food allergies are also suspected to be associated with ADHD and ADD. Alcohol and drugs during pregnancy as well as a lack of oxygen at birth also increase the child’s risk of developing ADHD.
The external circumstances in which a child grows up can influence the course of the disorder. Examples of unfavorable conditions are
- little emotional attention
- cramped living conditions
- constant argument of the parents
- noise
- missing or not transparent structures
- lack of exercise
- time pressure
- high media consumption
ADHD: examinations and diagnosis
ADHD can express itself very differently. This complicates the diagnosis. Not all signs of the disorder are always present. Also, ADHD symptoms are often difficult to differentiate from age-appropriate behaviors. Therefore, only experienced specialists, such as pediatricians or child and adolescent psychiatrists, can diagnose ADHD.
For the diagnosis of ADHD certain criteria according to the classification system ICD-10 must be met. ADHD-typical is an unusual level of inattention, hyperactivity and impulsivity. In an ADD diagnosis, the children are just inattentive, but neither hyperactive nor impulsive.
Diagnostic criterion inattention
In ADHD, at least six of the following ADHD-typical symptoms of inattention can be identified. They have been occurring for at least six months and are not due to an age-appropriate developmental phase. The affected
- do not pay particular attention to details or make careless mistakes,
- have trouble concentrating for a long time,
- often do not seem to listen when directly addressed,
- often do not fully execute instructions or finish tasks
- have difficulty completing tasks and activities in a planned manner,
- often avoid or deny tasks that require continued concentration
- often lose things like toys or homework books,
- are easily distracted by insignificant stimuli,
- are often forgetful at everyday activities.
Diagnostic criterion hyperactivity – impulsivity
In addition, ADHD manifests itself in at least six of the following ADHD-typical hyperactivity impulsivity symptoms. These too have been occurring for at least six months and are not due to an age-appropriate developmental phase. The affected
- wriggle or squirm on the chair,
- often sit and sit, even when sitting is expected
- often run around or climb high, even in inappropriate situations,
- are restless, busy or often behave as if driven by a motor,
- are usually very loud when playing,
- often talk too much,
- often burst out with the answer before questions are completely put
- often have trouble waiting for their turn
- others often interrupt or disturb others during conversations or games.
Children with ADHD typically experience these symptoms before the age of seven. They do not only appear at home or at school, but in at least two different environments. The diagnosis of ADHD must also be marked by suffering or difficulty in social contacts, learning or work.
Investigations for the diagnosis of ADHD
In order to detect ADHD, the specialist uses special questionnaires to identify certain ADHD-typical behaviors.
Important are behavioral problems and peculiarities that affect learning, performance or later on the job. Other topics are the family situation and illnesses in the family. He also asks about peculiarities during pregnancy, childbirth and development as well as previous illnesses and current other complaints.
In adult patients, he will also ask questions about nicotine, alcohol, drug use and psychiatric disorders.
How parents can prepare the doctor’s visit
- Observe and describe your child’s behavior: Are there any current critical events that could be the cause of restless behavior? When do the attention disorders occur, at which time of the day, on which weekdays (school days, weekends)?
- Talk to your child’s caregivers: kindergarten, school, after-school, grandparents.
Survey of parents, caregivers and teachers
For pediatric ADHD diagnostics, the specialist interviews parents and other caregivers on the child’s social, learning, performance and personality traits. The doctor could ask the following questions in a first interview:
- Can your child concentrate on an activity for a long time?
- Is your child fidgety when it is supposed to sit still?
- Does your child often talk in between or even a lot?
- Is your child easily distractible?
Teachers can provide valuable information on the intellectual performance and attentiveness of the little patient. Exercise books also provide information on a possible disorder on the basis of order, guidance, writing and classification. Certificates document the academic achievements.
Physical examinations suspected of ADHD
The doctor examines the motor coordination ability of the child and assesses his behavior during the examination. For this he observes the ability to cooperate, gestures, facial expressions, language, vocalizations of the child. A measurement of the outflow in the EEG is only required if there is a suspicion of epilepsy, for example.
Behavioral observation in case of suspected ADHD
During the examinations and the medical history, the doctor / ADHD specialist observes the child and pays attention to behavioral problems.
Sometimes video recordings help to ensure the diagnosis of ADHD. With videos, the specialist can also demonstrate to parents the conspicuousness of their child in facial expressions, gestures and body language, or the discontinuation of attention. The records also show the reaction of the parents and later document the course of therapy.
Differentiation from other disorders
It is important to differentiate ADHD from other problems with similar symptoms. Psychologically, for example, this may be a decreased intelligence or a reading-spelling weakness (dyslexia). If possible, the specialist compares the results with previous findings, for example the school enrollment examination. Obsessive-compulsive disorder can also cause ADHD-like hyperactivity.
In some cases, the hyperactivity is also based on physical causes such as metabolic disorders, epilepsy, tic disorders, the Tourette’s syndrome or itching, or visual or hearing problems that need to be treated accordingly.
Many misdiagnoses
Experts believe that ADHD is often rashly diagnosed in children. Not every particularly active or lively child has ADHD. Some kids just might not get enough exercise to live their energy.
Others need more retreat and relaxation moments than other children and are therefore over-excited. Then changes in lifestyle often enough to relax the situation. It is therefore important to have an accurate diagnosis from an experienced pediatrician or child and adolescent psychiatrist.
ADHD: Giftedness is rare
If children fail at school, it is not necessarily due to a lack of intelligence. Some children with ADHD are better than average and still have great difficulties in the classroom. However, the combination of ADHD + giftedness is rather rare.
High-gifted children, however, are often under-challenged at school and are therefore restless and disturbing. They are sometimes mistakenly diagnosed with ADHD.
Highly gifted children are considered to be worth more than 130 points in an intelligence test. Such children are usually characterized by a particularly good concentration, which does not exist in ADHD.
It is important to find out which treatment is optimal in the individual case. The specialists work with parents, teachers, educators and other caregivers. Often, no clear cause of ADHD can be found.
The goal of ADHD therapy is to enable patients to develop normally and live as normally as possible. An attention deficit hyperactivity disorder does not come naturally. But with an individually tailored therapy and a lot of patience, a lot can be achieved. The well-coordinated cooperation of all parties involved is crucial for success.
therapy
therapy devices
The following building blocks are important for successful ADHD treatment of children:
- Education and counseling of the parents, the child / adolescent and the educator or the class teacher
- Parent training, involvement of the family (including family therapy) to reduce the symptoms in the family environment
- Kindergarten / School: Collaboration with educators and teachers
- Cognitive behavioral therapy of the child / adolescent (from school age): Learning to control impulsive and unorganized behavior
- Therapy with appropriate medications (usually amphetamines such as methylphenidate) to reduce symptoms in school, kindergarten, family or other environments
The combination of medication, behavioral therapy and parent training has proven very successful. Which building blocks are used or combined depends on the age of the child and the severity of the ADHD.
Therapy in preschool age
In pre-school age, parental training as well as education about the disorder are of primary importance. Cognitive therapy is not possible at this age. If the children have difficulty remaining with something for a longer time, a game training can promote this ability. Some clinics offer a special mother-child cure. Among other things, ADHD is treated in these clinics with a combination of learning training and relationship work.
Experts warn against treating preschool children with drugs for ADHD. It is unclear how the drugs affect children’s development. The use of methylphenidate in children under the age of six is limited. Some experts fear that ADHD drugs interfere with the development of the brain.
Therapy in school age
For schoolchildren and adolescents, the education and counseling of children and parents as well as parent training are the basis of the therapy. An important first measure is the so-called self-instruction training. In a linguistic self-instruction, the children pretend their next steps.
The motto “act first, then think” becomes “first think, then action.” The ability to give oneself specific instructions strengthens self-control to rethink one’s own behavior.
Self-instruction to treat ADHD can be learned in five steps:
- The therapist or educator exemplifies the “self-instructions” and acts accordingly.
- The child acts according to the teacher’s instructions (external behavioral control).
- The child directs his behavior through his own self-instruction (open self-instruction) with loud speaking.
- The child whispers the self-instruction (hidden self-instruction).
- The child should learn to self-direct self-instruction through intro- duction (hidden self-instruction).
If the child is extremely restless or aggressive despite therapies and training, additional medication may be useful.
behavior therapy
Behavior therapy involves working with the children, their parents and even the school. The children learn to structure their everyday life and to better control their behavior. In many cases, it makes sense for a professional helper to support the children at school for some time.
Even practicing in model situations can be helpful. As part of role-playing games, for example among peers, ADHD children practice behavior in a practical situation that they can later use at home or at school. If they receive recognition, they will quickly incorporate the new pattern of behavior into their repertoire.
parent training
An important component of ADHD therapy is parent training. To better support their offspring, parents learn a consistent but loving parenting style. These include:
- Defining clear structures, expressing themselves unmistakably
- to match your own behavior with the instructions
- Avoid distractions from a task at hand
- Give feedback if they find the behavior positive or negative
- Reward desirable behavior clearly recognizable
Many parents also seek help with parenting initiatives. Sharing with others helps them out of isolation and can reduce potential guilt. Often parents of ADHD children only manage to accept their hyperactive child as it is through the support of the groups.
Medication in ADHD treatment
Medications used to treat ADHD can help with severe ADHD symptoms that can cause significant difficulties in everyday life. They usually work fast and well. With strong behavioral problems, they often create the prerequisite for behavioral therapy. In less pronounced cases, children should only receive medication if behavioral therapy is insufficient.
Medications can not cure the disorder. Therefore, patients often have to take them for years, sometimes even into adulthood. In order to stabilize ADHD permanently, they must be taken regularly. The treatment should not be interrupted on your own.
In addition, the doctor should review the course of the disease at least once a year and determine if the drug and dose are still optimal. If the ADHD symptoms have improved significantly over a longer period, the medication may be discontinued.
methylphenidate
The most widely used drug for the treatment of ADHD is methylphenidate. Methylphenidate is no sedativebut promotes activity. This seems contradictory at first, as children with ADHD are hyperactive anyway.
It is mainly known under the trade name Ritalin. The active substance is a psychostimulant from the group of amphetamines. It increases the concentration of the messenger substance dopamine in the brain. Dopamine conducts signals between the nerve cells. It plays a crucial role in the control of movements, but is also crucial for mental drive and ability to concentrate.
For most affected children, methylphenidate reduces inattention and restlessness and improves their concentration. For some children, methylphenidate enables participation in the classroom and makes it much easier for them to socialize.
methylphenidate works fast, After just one hour, the patients feel a clear effect.
At the beginning of therapy, the physician will determine the lowest effective dose. He slowly increases the amount of active ingredient. This dose is different for each patient: it can range from one low-dose tablet to three high-dose tablets a day.
For ADHD children in need of full-time stabilization, tablets are recommended once a day. They continuously release the active ingredient throughout the day. Regular tablet intake is not easily forgotten. Sleep disorders are also less common.
Methylphenidate falls under the Narcotics Act, To prevent abuse, doctors are only allowed to prescribe such medications for a limited time and only on a special prescription form (narcotic prescription). However, methylphenidate does not have a physically addictive effect.
When used properly, the risks of narcotic drugs are low. However, misuse, such as “brain doping” can endanger your health.
atomoxetine
A newer drug for the treatment of ADHD is Atomoxetine. It comes from antidepressant research, but does not antidepressant. The active ingredient tends to work a little less well than methylphenidate, but offers an alternative. Above all, it increases the concentration of norepinephrine in the brain by slowing down its breakdown. The messenger remains active for longer and ensures that the signal transmission in the brain works better again.
Unlike methylphenidate, atomoxetine is not covered by the Narcotics Act. It can be used from the age of six years for the treatment of ADHD in children.
Other medicines
If methylphenidate and atomoxetine do not work well, various neuroleptics, antidepressants, sedatives and other amphetamines, as well as fenetylline and pemoline may also be prescribed.
| substance | Stimulant, for example methylphenidate | Norepinephrine (NA) reuptake inhibitor, for example atomoxetine |
| operation | Acts on the dopamine metabolism in the brain, increases dopamine concentration | Influences norepinephrine (NA) metabolism, NA slows down into the cell and acts longer |
| effectiveness | Helps in the majority of cases | Effectiveness lower than that of methylphenidate may be effective in patients who do not respond to methylphenidate |
| duration | 1 to 3 doses per day, newer sustained-release preparations ensure duration of action of 6 or 12 hours | Continuous effect throughout the day |
| Experience | For more than 50 years | Since March 2005 in Germany on the market, study experience since 1998 |
|
side effects |
In the initial phase for 2-3 weeks: – A headache Often: Rare: |
Especially in the initial phase: – A headache Often: – reduced appetite Occasionally: Rare: |
| Spätfolgen | Keine erhöhte Rate von Spätfolgen, Befürchtungen wegen Parkinson-Erkrankung oder Hirnschäden nicht belegbar. | Spätfolgen noch nicht absehbar |
| Suchtgefahr | Richtig angewendet keine erhöhte Suchtgefahr; wird bei ADHS sogar reduziert (Verlaufsstudien). | Keine Suchtgefahr |
| Gegenanzeigen | – epileptische Anfallsleiden – Angst und Anspannung – erhöhter Augeninnendruck – Tourette-Syndrom – gleichzeitiger Einnahme von Medikamenten aus der Arzneimittelgruppe der MAO-Hemmer zur Behandlung von Depressionen – Schilddrüsenüberfunktion – schwere Angina pectoris – Herzrhythmusstörungen – Schwerer Bluthochdruck – schwere Depressionen – Magersucht – Psychosen – Tic-Störungen – Medikamentenmissbrauch – Alkohol- oder Drogenmissbrauch – Schwangerschaft und Stillzeit – Prostatavergrößerung – kürzlich aufgetretener Schlaganfall |
– gleichzeitige Einnahme von Medikamenten aus der Arzneimittelgruppe der MAO-Hemmer zur Behandlung von Depressionen – erhöhter Augeninnendruck (Engwinkelglaukom) |
| Verordnung | Betäubungsmittel-(BTM)-Rezept, für Reisen ins Ausland Bestätigung des behandelnden Arztes erforderlich. | Normales Rezept |
| Zulassung | Für Kinder und Jugendliche ab 6 Jahren | Für Kinder und Jugendliche ab 6 Jahren, auch zur Weiterbehandlung ins Erwachsenenalter |
Neurofeedback – ADHS-Therapie am Computer
Das Neurofeedback ist ein Verfahren, bei dem der Patient lernt, seine Hirnaktivitäten positiv zu beeinflussen. Dazu werden Elektroden auf die Kopfhaut geklebt, die die Gehirnströme ablesen, sodass sie auf einem Monitor sichtbar werden.
Diese Messung nennt sich auch Elektroenzephalografie (EEG). Durch Konzentration gelingt es dem Patienten, seine Gehirnaktivität auf einem bestimmten Level zu halten. Durch längeres Training können sie die erlernten Fähigkeiten auch im Alltag, in der Schule oder im Beruf anwenden. Für viele Kinder ist das Neurofeedback eine effektive Methode zur Konzentrationssteigerung.
Homöopathie in der ADHS-Therapie
Es gibt auch alternative Versuche zur Behandlung von ADHS. Sie sollen die schulmedizinische Therapie ergänzen. Eine davon ist die Homöopathie. Manche Eltern und Patienten berichten von einer Verbesserung der Symptome. Die Auswahl an homöopathischen Mitteln ist groß. Abhängig von den Symptomen stehen Globuli auf Basis von Kalium phosphoricum, das die Konzentrationsfähigkeit fördern soll, bis hin zu Sulfur, das bei Impulsivität und Energieüberschuss gegeben wird.
The concept of homeopathy and its specific effectiveness are controversial in science and not clearly proven by studies.
Ernährung bei ADHS
Manche Eltern berichten, dass Fast Food und eine zuckerhaltige Ernährung die Hyperaktivität ihrer Kinder zusätzlich steigert. Wissenschaftlich sind die Zusammenhänge zwischen einer solchen Ernährung und ADHS nicht eindeutig belegt.
Anders ist es bei Kindern, die sowohl unter ADHS, als auch einer Nahrungsmittelunverträglichkeit oder -allergie leiden. In diesen Fällen bessert eine allergenarme Ernährung bei vielen Kindern die Symptome von ADHS. Ernährung kann dann einen positiven Beitrag leisten. Zusätzlich zur Standardbehandlung empfehlen Ärzte daher oft eine Ernährungsumstellung. Einige Nahrungsmittel, die häufig Allergien auslösen, sind zum Beispiel Milchprodukte, Eier, Nüsse sowie Farb- und Konservierungsstoffe.
ADHS: Krankheitsverlauf und Prognose
Die Aufmerksamkeitsstörung, auch hyperkinetische Störung, genannt, ist teilweise schwer von anderen Verhaltensauffälligkeiten abzugrenzen. Darum gibt es keine genauen Zahlen zur Häufigkeit von ADHS. Schätzungsweise leiden über 500.000 Schulkinder in Deutschland unter ADHS. Jungen sind vier Mal häufiger betroffen als Mädchen. Mit zunehmendem Alter gleicht sich der Geschlechterunterschied wieder aus.
ADHS ist keine Erkrankung, die sich einfach “auswächst”. Bei einem Teil der Kinder verschwinden die Symptome mit den Jahren, etwa 60 Prozent begleiten sie jedoch ein Leben lang.
ADHS unbehandelt – die Folgen
Für Menschen mit ADHS sind die richtige Diagnose und eine passende Behandlung essenziell, da sie sonst schwerwiegende Probleme in der Schule oder im Beruf sowie im sozialen Kontakt haben.
- Manche schaffen die Schule nicht oder erlernen einen Beruf, der nicht ihren geistigen Fähigkeiten entspricht.
- Es fällt einigen schwerer, soziale Beziehungen aufzubauen und aufrechtzuerhalten.
- Das Risiko, in der Jugend straffällig zu werden, ist höher.
- Sie erleiden häufiger Unfälle, darunter auch schwere.
Für Menschen mit ADHS besteht zudem ein hohes Risiko, weitere psychischen Störungen zu entwickeln. Dazu gehören
- Entwicklungsstörungen
- Lernstörungen
- Störungen des Sozialverhaltens,
- Tic-Störungen und das Tourettesyndrom
- Angststörungen
- Depressionen
Im Verlauf einer ADHS-Erkrankung ändern sich die Symptome. Während Kinder mit ADHS vor allem durch ihre Hyperaktivität und Impulsivität auffallen, zeigen sich Jugendliche mit ADHS oft eher verträumt und unaufmerksam. Im Erwachsenenalter nimmt die Hyperaktivität meist weiter ab.
Bisher gibt es noch keine umfassenden Studien zur Prognose von ADHS. Wichtig ist, dass ADHS rechtzeitig erkannt und behandelt wird. Eine professionelle Unterstützung ermöglicht den Kindern, die Grundlagen für ihre berufliche Laufbahn zu legen.
Additional information
Bücher
- Matthias Gelb, Dina Völkel-Halbrock: ADS /ADHS: Ein Ratgeber für Eltern, Pädagogen und Therapeuten (Ratgeber für Angehörige, Betroffene und Fachleute) Schulz-Kirchner; Auflage: 3, Januar 2014
- Wolfdieter Jenett: ADHS: 100 Tipps für Eltern und Erzieher (HELP – Hilfe für Eltern, Lehrer, Pädagogen) Verlag Ferdinand Schöning, 15. Juni 2011
- Mina Teichert Neben der Spur, aber auf dem Weg: Warum ADS und ADHS nicht das Ende der Welt sind, Eden Books 6. April 2017
Selbsthilfegruppen und Vereine
ADHS-Deutschland e.V.