Characteristics & Types of ADHD

What are the Characteristics and Types of ADHD?

According to DSM-IV, there are three basic classification of Attention Deficit Hyperactivity Disorder. These are inattention, hyperactivity, and impulsivity. However, the combination of these three basic characteristics along with other associated characteristics gives ADHD almost infinite variations in appearance (Flick, 2000).

The diagnostic criteria for Attention Deficit Hyperactivity Disorder are as follows:

A. Either (1) or (2):

(1) Six or more of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level.

Inattention
 often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
 often has difficulty sustaining attention in tasks or play activities
 often does not seem to listen when spoken to directly
 often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
 often has difficulty organizing tasks and activities
 often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
 often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)
 is often easily distracted by extraneous stimuli
 is often forgetful in daily activities

(2) Six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level.

Hyperactivity
 often fidgets with hands or feet or squirms in seat
 often leaves seat in classroom or in other situations in which remaining seated is expected
 often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)
 often has difficulty playing or engaging in leisure activities quietly
 is often “on the go” or often acts as if “driven by a motor”
 often talks excessively

Impulsivity
 often blurts out answers before questions have been completed
 often has difficulty awaiting turn
 often interrupts or intrudes on others (e.g., butts into conversations or games)

B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.
C. Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).
D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
E. The symptoms did not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder, Dissociative Disorder, or Personality Disorder).

Subtypes

Attention Deficit Hyperactivity Disorder, Predominantly Inattentive Type – if Criterion A1 is met, but Criterion A2 is not met for the past 6 months.

Attention Deficit Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type – if Criterion A2 is met, but Criterion A1 is not met for the past 6 months.

Attention Deficit Hyperactivity Disorder, Combined Type – if both Criteria A1 and A2 are met for the past 6 months.

Additional Characteristics

Sensory
ADHD individuals do not have any problems with regards to their senses. Though, a new acquaintance might acquire an impression that an individual with ADHD is hearing impaired because of inattention.

Motor
 difficulty with fine-motor tasks, especially handwriting
 excel in gross-motor coordination, may become quite competent in some sport

Cognitive
 difficulty with working memory – trouble with remembering the details or materials needed for the given task at hand
 persistent obsessive thinking – problem with letting go of an idea in his mind

Intrapersonal
 may develop obsessive-compulsive routine later in childhood or during adolescence as an overcompensation to his/her being disorganized in early childhood
 aggressive behavior, often signifies presence of co-morbid condition such as oppositional-defiant disorder or conduct disorder
 poor self-concept and self-esteem
 often feel vulnerable, inadequate, and at times, even quite depressed
 in a state of low arousal and seek out more stimulation that can range from quite dangerous activities to those that simply stimulate the child to allow him to deal more adequately with a situation that is perceived as “boring” (e.g. classroom)
 daydreaming and tendency to fall asleep in class
 getting out of the seat, disturbing the class, or engaging in clowning behavior – attempts to adapt to his/her “sleepy state”
 moody most of the time

Interpersonal
 often misread social cues
 impulsively exhibit socially inappropriate behaviors (i.e., blurting out something insulting to others)
 may be perceived as bossy and intrusive
 inconsistency – at times he may be cooperative; at other times, angry and defiant

Self-care
 lack of organization in physical appearance
 often in various accidents related to poor coordination combined with impulsivity
Productivity
 lack of organization in keeping track of important things
 tend to procrastinate