There is no cure for hyperactivity. The benefits of treating ADHD in a mental health clinic in a minute. Non-drug treatments for ADHD

The occurrence of complications with concentration and concentration, as well as the appearance of a neurobehavioral disorder, indicate the disease “attention deficit disorder” or ADD for short. Children are primarily susceptible to the disease, but the manifestation of the disease in adults cannot be ruled out. Disease problems are characterized by varying degrees of severity, so ADD should not be underestimated. The disease affects the quality of life, its sensitivity, as well as relationships with other people. The disease is quite complex, so patients have problems with learning, performing any work and mastering theoretical material.

It is children who partly become hostage to this disease, so in order to prevent such deficiency it is worth learning as much as possible about it, which this material will help with.

Description and types

This disease is a disorder in humans that is caused by high intelligence. A person with such ailment has difficulties not only with mental development, but also with physical development, which is already referred to as attention deficit hyperactivity disorder.

Children are the main group that is susceptible to the manifestation of this disease, but in rare cases, symptoms of malaise also occur in adults. According to many years of research, it has been established that the occurrence of attention deficit hyperactivity disorder in adults is associated solely with the nature of genes.

In children, attention deficit hyperactivity disorder is quite common, and it can be detected both after birth and at a later age of the child. The syndrome occurs predominantly in boys, and only in rare cases in girls. If you look at the example, then in almost every classroom there is one child with attention deficit hyperactivity disorder.

The syndrome is divided into three types, which are called:

• Hyperactivity and impulsivity. This species is characterized by inherent signs of impulsiveness, short temper, nervousness and increased activity in humans.
• Inattention. Only one sign of inattention appears, and the possibility of hyperactivity is eliminated.
• Mixed look. The most common type that occurs even in adults. Characterized by the predominance of the first and second signs in humans.

In the language of biology, ADHD is a dysfunction of the central nervous system, characterized by the formation of the brain. Brain problems are the most dangerous and unpredictable diseases.

Causes

The development of attention deficit hyperactivity disorder is hidden in several reasons that have been established by scientists based on facts. These reasons include:

• genetic predisposition;
• pathological influence.

Genetic predisposition is the first factor that does not rule out the development of illness in the patient’s relatives. Moreover, in this case, both distant heredity (that is, the disease was diagnosed in ancestors) and close heredity (parents, grandparents) plays a huge role. The first signs of attention deficit hyperactivity disorder in a child lead caring parents to a medical institution, where it turns out that the child’s predisposition to the disease is associated precisely with genes. After examining the parents, it often becomes clear where this syndrome originated in the child, since in 50% of cases this is exactly the case.

Today it is known that scientists are working to isolate the genes that are responsible for this predisposition. Among these genes, an important role is played by DNA sections that control the regulation of dopamine levels. Dopamine is the main substance responsible for the correct functioning of the central nervous system. Dysregulation of dopamine due to genetic predisposition leads to the disease attention deficit hyperactivity disorder.

Pathological influence plays a significant role in answering the question about the causes of attention deficit hyperactivity disorder. Pathological factors may include:

• negative influence of narcotic substances;
• influence of tobacco and alcohol products;
• premature or prolonged labor;
• interruption threats.

If a woman allowed herself to use illegal substances during pregnancy, then the possibility of having a child with hyperactivity or this syndrome cannot be ruled out. There is a high probability of presence of attention deficit hyperactivity disorder in a child born at 7–8 months of pregnancy, i.e. premature. In 80% of such cases, pathology occurs in the form of ADHD.

The reasons for the development of the disease in children are also identified if a woman, while pregnant, is addicted to taking artificial food additives, pesticides, neurotoxins, and other things. It is also possible to provoke this syndrome in adults due to addiction to dietary supplements, artificial hormones, etc.

The causes of attention deficit hyperactivity disorder that are not fully understood are:

• the presence of infectious diseases in a pregnant woman;
• chronic diseases;
• incompatibility of Rh factors;
• environmental degradation.

It follows that attention deficit hyperactivity disorder is an unusual disorder that occurs due to the action of one or more of the above factors. The most basic and proven reason is genetic influence.

Symptoms of the disease

The symptoms of the disease are pronounced specifically in children, so we will consider the main signs of attention deficit hyperactivity disorder in childhood.

Most often, the impetus for contacting treatment centers comes from caregivers, teachers and educators who discover some abnormalities in children. Symptoms of the disease include the following:

Concentration and attention are impaired. The child cannot concentrate on one thing, he is constantly going somewhere, thinking about something of his own. Completing any task ends in errors, which is caused by attention disorder. If you contact a child, you get the feeling that the speech is being ignored; he understands everything, but cannot put the speech he hears together into one whole. Children with attention disorder are completely unable to plan, organize, and complete a variety of tasks.

Symptoms are also expressed in the form of absent-mindedness, while the child tends to lose his things and get distracted by any little things. Forgetfulness appears, and the child categorically refuses to take on mental tasks. Relatives have a feeling of the child’s distance from the whole world.

Hyperactivity. It appears together with the syndrome, so parents can additionally monitor the following symptoms in their child:

Impulsiveness. Symptoms of impulsivity include the following:

1. A premature answer to a question that was not fully voiced.
2. Incorrect and quick answers to asked questions.
3. Refusal to complete any tasks.
4. Does not listen to the answers of his peers, may interrupt them during the answer.
5. Constantly talks off-topic, possibly showing signs of talkativeness.

Symptoms of attention deficit hypersensitivity disorder have their own manifestation characteristics for different categories of children, depending on age. Let's take a closer look.

Symptoms in children of different ages

Let's consider what symptoms are typical for children of the following ages:

• preschool;
• school;
• teenage.

In preschool age From three to seven years, symptoms are quite difficult to track. ADHD is diagnosed by a doctor at an early age.

From the age of three, caring parents can notice the manifestation of hyperactivity in the form of constant movement of the child. He cannot find something to do, constantly rushes from one corner to another, does not take on various mental tasks, and constantly chats. Symptoms of impulsivity are caused by the inability to restrain oneself in a given situation; the child constantly interrupts parents, shouts them down, gets offended and even becomes irritable.

Games with such children lead to destructive consequences: they break toys, throwing out all their energy; It is nothing for them to harm their peers and even older children. ADHD patients are a kind of vandals for whom nothing is significant. Their brain has little or no control over their movements. There are also symptoms of developmental delay from their peers.

Reaching the age of seven When it's time to go to school, children with ADHD have more and more problems. Children with attention deficit hyperactivity disorder are unable to keep up with their peers in terms of mental development. During lessons, they behave unrestrainedly, do not pay attention to the teacher’s comments, and do not even listen to the material being presented. They may begin to complete a task, but after a while they actively switch to another without completing the first one.

At school age, ADHD in children manifests itself more clearly, as it is actively noticed by the teaching staff. Among all the children in the class, those with ADHD are noticeable even to the naked eye; all it takes is a couple of lessons, and identifying the presence of the syndrome in children will not be difficult even for a person without a medical education.

Children not only lag behind in development, but also try in every way to encourage their peers to do so: they disrupt lessons, prevent their classmates from performing any actions, and at a later age they can argue and even snap at the teacher. For a teacher in the classroom, such a child is a real test, because of which conducting lessons becomes unbearable.

Reaching adolescence, the symptoms of ADHD begin to subside a little, but in fact there is a certain change in the signs of the disease. Impulsivity gives way to fussiness and a feeling of inner restlessness. Teenagers begin to complete certain tasks, but everything also ends unsuccessfully, no matter how hard they try.

Irresponsibility and lack of independence are all signs of attention deficit hypersensitivity disorder in adolescents. They are not able (even at this age) to complete homework on their own; they lack organization, day planning and time management.

Relationships with peers are deteriorating, as they do not communicate at the proper level: they are rude, do not restrain themselves in their statements, do not respect the subordination with teachers, parents and classmates. Along with this, failures lead to the fact that adolescents have low self-esteem, they become less and less psychologically stable and more and more irritable.

They feel a negative attitude towards themselves from their parents and peers, which causes the emergence of negative and even suicidal thoughts. Parents constantly set them as a bad example, thereby causing dislike and antipathy towards their sisters and brothers. In a family, children with attention deficit disorder and hypersensitivity become unloved, especially if more than one child grows up in the house.

Symptoms of the disease in adults

Symptoms differ in adults compared to children, but this does not change the final result. The same irritability is inherent, plus depressive disorders and fear of trying oneself in a new field are added to this. In adults, the symptoms are more secretive in nature, since at first glance the signs are due to calmness, but at the same time, imbalance.

At work, adults with ADHD are not very smart, and therefore working as simple clerks is their maximum. Often it is difficult for them to cope with mental types of work, so they do not have to choose.

Mental disorders and isolation lead to the fact that an ADHD patient finds pain relief from problems in alcohol, tobacco, psychotropic and narcotic substances. All this only aggravates the situation and causes complete degradation of man.

Diagnostics

Diagnosis of the disease is not confirmed by any special equipment, but is carried out by monitoring the child’s behavior, development and mental abilities. The diagnosis is made by a qualified doctor who takes into account all information from parents, teachers and peers.

Diagnosis of ADHD is carried out using the following methods:

1. Collecting information about the child regarding visiting a doctor.
2. Study of dopamine metabolism.
3. To identify the diagnosis, the doctor may prescribe Doppler ultrasound, EEG and video-EEG.
4. A neurological examination is carried out, during which the use of the NESS technique is possible.
5. Genetic examination of parents to identify the causes of the disease.
6. MRI. A complete examination of the person will show other abnormalities that could possibly influence the provocation of the disease.
7. It is possible to conduct neuropsychological testing methods for school-aged and older children.

Based on all these methods, the preliminary diagnosis of ADD and hypersensitivity is either confirmed or refuted.

Treatment

Treatment of ADHD should include a complex intervention, which should be due to the use of behavior correction techniques, psychotherapy and neuropsychological correction. Treatment also involves influencing not only the patient through various techniques, but also the help of parents, teachers and relatives.

Initially, the doctor conducts a conversation with people around the child and explains to them the features of the disease. The main feature is that such negative and reckless behavior of the child is not intentional. To have a positive influence on the patient, contributing to his recovery, it is necessary that those around him have a positive attitude towards him. After all, first of all, this is where treatment begins.

Parents are given two main tasks that they must perform and monitor:

Task #1: education should not include a pitiful attitude towards the child and permissiveness. You should not feel sorry for him or treat him with excessive love, this will only lead to an exacerbation of symptoms.

Task #2: do not present increased demands and tasks that he cannot cope with. This will cause his nervousness to increase and his self-esteem to fall.

For children with ADHD, parental mood changes have a much more negative impact than for normal children. Treatment should also come from the teachers with whom children spend most of their time. The teacher must control the situation and relationships of children in the class and instill love and integrity in every possible way. If a patient with ADHD shows aggression, you should not scold him, much less call his parents, but try to explain to him the correct attitude. After all, it is worth remembering that all its manifestations are unintentional.

For your information! It is also impossible for a child to feel from those around him that he is being treated as if he were sick. This will lower his self-esteem and will only lead to an exacerbation of symptoms.

Treatment with medications

The complex uses treatment using medications, which are formed according to individual indicators. Medications for treating ADHD include the following:

1. To stimulate the central nervous system: Methylphenidate, Dextroamphetamine, Pemoline.
2. Tricyclic antidepressants: Imipramine, Amitriptyline, Thioridazine.
3. Nootropic substances: Nootropil, Cerebrolysin, Semax, Phenibut.

It is stimulants that have a huge impact on the health of a person with ADHD. It was found that treatment with these drugs implies the influence of pathogenetic factors that have a targeted effect on the brain system.

The main advantage of such drugs is the speed of influence on the patient’s health, i.e., the healing effect is noticeable almost in the first week after using the drugs. Among the signs of recovery, it is worth highlighting the manifestation of greater attentiveness, less distractibility, and an attempt to complete any task.

N.V. Pizova
GBOU VPO Yaroslavl State Medical Academy of the Ministry of Health and Social Development of the Russian Federation

“Philip, do you promise to sit quietly at the table today?”
-The father strictly asked his son, but the mother was silent.
But the boy didn’t listen to them at all, he was spinning back and forth,
He played pranks and swayed - everything was nonsense for him.
“Philip, we don’t like the way you’re acting at all.”
Look, children, look:
“Philip, you’re going to fall!”
He swayed so hard that the chair fell over - bang!
He grabbed the tablecloth screaming, but what good was that?
Dishes, food and drinks rolled onto the floor, the son screams.
The father is puzzled - what to do??
And the mother froze and was silent.
The son is not visible under the tablecloth, and there is nothing on the table:
The plates are broken, the family is without dinner, the parents are angry:
“Here is a restless son!”

Hyperactivity syndrome in children has been known for a long time. For example, in Germany, children's poems about the fidgety Philip, authored by the doctor Heinrich Hoffmann, are still popular. The first edition was published in 1845 and was called “Der Struwwelpeter”. One of the most popular poems in it was “Fidget Philip,” thanks to which hyperactive children are still called this in Germany. It is believed that the study of this condition begins with the publications of G.F. Still and S. Tred-gold, but even before that there were clinical descriptions by psychiatrists and neurologists of individual cases of hyperactivity. Since the 60s of the XX century. doctors began to identify this condition as pathological and called it “minimal cerebral dysfunction” (minimal disorder of brain function). Since the 80s of the XX century. the state of excessive motor activity (hyperactivity) began to be identified as an independent disease and included in the International Classification of Diseases (ICD) under the name attention disorder (or deficit) syndrome with hyperactivity. In 1980, the American Psychiatric Association developed a working classification - DSM-IV (The Diagnostic and Statistical Manual of Mental Disorders, 4th Edition), according to which cases previously described as minimal brain dysfunction were proposed to be considered as attention deficit disorder and hyperactivity disorder. In the ICD 10th revision, the syndrome is discussed in the section “Emotional and behavioral disorders, usually beginning in childhood and adolescence” in the subsection “Disturbance of activity and attention” (F90.0) and “Hyperkinetic behavior disorder” (F90.1).

Attention deficit hyperactivity disorder (ADHD; Attention-Deficit/Hyperactivity Disorder -ADHD) is a neurological-behavioral developmental disorder that begins in childhood. Attention deficit hyperactivity disorder is an extremely pressing problem due to its high prevalence among the child population. The frequency of this syndrome, according to different authors, varies from 2.2 to 18% in school-age children. Such differences are explained by non-compliance with clear diagnostic criteria. Almost every school class has at least 1 child with this disease. In a study by N.N. Zavodenko et al. the frequency of attention deficit disorder in schoolchildren was 7.6%. Boys suffer 2 times more often than girls.

The exact cause of ADHD is unknown, but several theories exist. The most frequently mentioned etiological hypotheses are: 1) genetic; 2) neurochemical; 3) neurobiological; 4) related to executive functions; 5) environmental. Most researchers assume the genetic nature of the syndrome, since it has been noted that families of children with ADHD often have close relatives who had similar disorders at school age. A fact proving the genetic predisposition of the syndrome is that parents of children suffering from this disease often experienced the same symptoms in childhood as their children. Thus, D. Cantwell reports that increased physical activity was observed in 8 out of 50 fathers in childhood; in the control group this ratio was 1:50. Scientists from the USA, Holland, Colombia and Germany have suggested that 80% of the occurrence of ADHD depends on genetic factors. From more than 30 candidate genes, 3 were chosen - the dopamine transporter gene, as well as 2 dopamine receptor genes. The same authors noted that children with the most severe hyperactivity are carriers of the mutant gene. However, the genetic prerequisites for the development of ADHD manifest themselves in interaction with the environment, which can strengthen or weaken these prerequisites.

Along with genetic factors, there are family, pre- and perinatal risk factors for the development of ADHD. Family factors include the low social status of the family, the presence of a criminal environment, and severe disagreements between parents. Neuropsychiatric disorders, alcoholism and deviations in sexual behavior in the mother are considered especially significant. Pre- and perinatal risk factors for the development of attention deficit disorder include asphyxia of newborns, maternal use of alcohol during pregnancy, certain medications, smoking, immunological incompatibility (Rh factor), threatened miscarriage, chronic maternal diseases, premature, rapid or prolonged labor, stimulation of labor, anesthesia poisoning, cesarean section, birth complications (improper presentation of the fetus, entanglement of the umbilical cord). According to CDrillen, there is a correlation between children's behavior problems at school and low birth weight and prematurity. Also, Dr. Mc-Cormick (1992) noted that children born with very low body weight (less than 1500 g) at early school age are much more likely to have behavioral disorders, especially related to their increased activity. Postpartum factors include any illness in the infant and the use of strong medications. Asthma, pneumonia, heart failure, diabetes, and kidney disease can act as factors that disrupt normal brain function. A number of works discuss the role of nutrition in the origin of the syndrome. According to E. Wender, dietary supplements containing salicylates can lead to hyperactivity in a child. The author observed improvement in condition and reduction in hyperactivity when nutritional supplements were eliminated from the diet in 30-35% of children. The diet of such children consisted of meat, milk and dishes prepared exclusively at home. Although genetic factors are known to be the main cause of ADHD, it is likely that genetic factors interact with environmental factors, in addition to the complex interaction between dopamine and norepinephrine levels (Table 1).

Table 1. Etiological factors of ADHD
Factors	Period	Etiology
Genetic		Dopamine deficiency, idiopathic
Acquired	Prenatal	Development of brain abnormalities, chromosomal abnormalities, viral infections, alcohol, nicotine, lead, cocaine, anemia, hypothyroidism, iodine deficiency
	Perinatal	Prematurity, low birth weight, hypoxic-ischemic encephalopathy, meningitis, encephalitis
	Postpartum	Viral meningitis, encephalitis, traumatic brain injury, iron deficiency, fatty acid deficiency, thyroid dysfunction, etc.

It is assumed that the pathogenesis of the syndrome is based on violations of the activating system of the reticular formation, which contributes to the coordination of learning and memory, processing of incoming information and spontaneous maintenance of attention. Disturbances in the activating function of the reticular formation are apparently associated with a deficiency of norepinephrine in it. The inability to adequately process information leads to the fact that various visual, sound, and emotional stimuli become excessive for the child, causing anxiety, irritation and aggressiveness. Disturbances in the functioning of the reticular formation predetermine secondary disorders of neurotransmitter metabolism in the brain. The theory about the connection between hyperactivity and dopamine metabolism disorders has numerous confirmations, in particular, the success of treating ADHD with dopaminergic drugs. It is possible that disturbances in neurotransmitter metabolism leading to hyperactivity are associated with mutations in genes that regulate the functions of dopamine receptors. Some biochemical studies in children with ADHD indicate that the metabolism of not only dopamine, but also other neurotransmitters - serotonin and norepinephrine - is disrupted in the brain. In addition to the reticular formation, dysfunction of the frontal lobes (prefrontal cortex), subcortical nuclei and the pathways connecting them is probably important in the pathogenesis of ADHD. One confirmation of this assumption is the similarity of neuropsychological disorders in children with attention deficit disorder and in adults with damage to the frontal lobes of the brain. Spectral tomography of the brain revealed a decrease in blood flow in the prefrontal cortex during intellectual stress in 65% of children with ADHD, while in the control group it was only in 5%.

The first manifestations of ADHD can sometimes be observed as early as the 1st year of life. Children with this disorder are overly sensitive to various stimuli (for example, to artificial light, sounds, various manipulations of the mother related to caring for the baby, etc.), are characterized by loud crying, sleep disturbances (difficulty falling asleep, sleeping little, staying excessively awake) , may be slightly behind in motor development (they begin to roll over, crawl, walk 1-2 months later than others), as well as in speech - they are inert, passive, and not very emotional. In the first years of a child’s life, the main concern of parents is the excessive number of movements of the baby, their chaotic nature (motor restlessness). When observing such children, doctors notice a slight delay in their speech development; the children later begin to express themselves in phrases; Also, such children experience motor clumsiness (clumsiness); they later master complex movements (jumping, etc.).

The age of 3 years is special for a child. On the one hand, attention and memory actively develop during this period. On the other hand, we are witnessing the first, three-year crisis. The main content of this period is negativism, stubbornness and obstinacy. The child actively defends the boundaries of influence on himself as a person, his “I”. Often, at 3-4 years old, before the child enters kindergarten, parents do not consider his behavior abnormal and do not consult a doctor. Therefore, when the baby goes to kindergarten and the teachers begin to complain about the child’s uncontrollability, disinhibition, and inability to sit during classes and fulfill the requirements, this becomes an unpleasant surprise for the parents. All these “unexpected” manifestations are explained by the inability of the central nervous system of a hyperactive child to cope with the new demands placed on him against the background of increased physical and mental stress.

The course of the disease worsens with the beginning of systematic education (at the age of 5-6 years), when classes begin in the senior and preparatory groups of kindergarten. In addition, this age is critical for the maturation of brain structures, so excess stress can cause fatigue. The emotional development of children suffering from ADHD is usually delayed, which is manifested by imbalance, hot temper, and low self-esteem. These signs are often combined with tics, headaches, and fears. All of the above-mentioned manifestations determine the low performance of children with ADHD at school, despite their fairly high intelligence. Such children have difficulty adapting to a group environment. Due to their impatience and easy excitability, they often come into conflict with peers and adults, which aggravates existing learning problems. It should be borne in mind that a child with ADHD is not able to foresee the consequences of his behavior and does not recognize authorities, which can lead to antisocial behavior. Antisocial behavior is especially often observed in such children in adolescence, when impulsiveness, sometimes combined with aggressiveness, comes first.

There are 3 variants of the course of ADHD depending on the predominant symptoms:

Hyperactivity disorder without attention deficit;
attention deficit disorder without hyperactivity (more often observed in girls - they are quite calm, quiet, “with their head in the clouds”);
a syndrome combining attention deficit and hyperactivity (the most common variant).

In addition, simple and complicated forms of the disease are distinguished. If the first is characterized only by inattention and hyperactivity, then with the second these symptoms are accompanied by headaches, tics, stuttering, and sleep disturbances. Also, attention deficit disorder can be either primary or secondary, i.e. occur as a result of other diseases or as a consequence of birth injuries and infectious lesions of the central nervous system, for example, after suffering from the flu.

Analysis of diagnostic criteria for a number of pediatric programs conducted by T. Stancin et al. in 1990, indicates that among them, attention deficit is 95.8%, easy distractibility - 89.2%, difficulty staying in one place - 90%, difficulty completing any task - 90.1%, impulsivity - 84.2%, overactivity - 83.6%, duration of symptoms more than 6 months - 79.5%, child interrupts, interferes in conversation - 82.1%, child interrupts, does not listen - 77%, problems with studies - 79, 8%, often changes activities - 72.9%, there are difficulties in social terms - 64.1%, symptoms appear before 7 years - 62%, talkative - 46.6%, aggressive behavior - 31.9%, sleep disturbance - 21.3%. The main diagnostic signs of ADHD are presented in table. 2.

Table 2. Diagnostic features of ADHD.
Sign	Characteristic
Features of behavior	Appear before 8 years of age
	Found in at least two areas of activity (in a child care facility and at home, at work and in games, etc.)
	Not caused by any mental disorders
	Cause significant psychological discomfort and disrupt adaptation
Inattention	Inability to complete a task without errors caused by an inability to concentrate on details
	Inability to listen to spoken speech
	Inability to complete work at hand
	Inability to organize your activities
	Refusal of unloved work that requires perseverance
	Disappearance of items needed to complete tasks (writing instruments, books, etc.)
	Forgetfulness in daily activities
	Disengagement from activities and increased responsiveness to extraneous stimuli
Hyperactivity	Restless movements in the hands and feet are often observed; sitting on a chair, spinning, spinning
	Frequently gets up from his seat in class during lessons or in other situations where he must remain seated
	Often exhibits aimless physical activity: runs, spins, tries to climb somewhere, and in situations where this is unacceptable
	Usually cannot play quietly or do leisure activities quietly
	Is often in constant motion and behaves “as if he had a motor attached to him”
	Often talkative
Impulsiveness	Often answers questions without thinking, without listening to them completely
	Usually has difficulty waiting his turn in various situations
	Frequently disturbs others or pesters others (for example, interferes with conversations or games)

To make a diagnosis, the child must have 6 or more of the listed symptoms of inattention, hyperactivity and impulsivity that have persisted in the child for at least 6 months and are severe enough to indicate insufficient adaptation and non-compliance with normal age characteristics. The clinical picture of ADHD is determined not only by excessive motor activity and impulsive behavior, but also by impaired cognitive functions (attention and memory) and motor awkwardness caused by static-locomotor insufficiency. On neurological examination of a child with or without ADHD, focal neurological symptoms are usually absent. Fine motor deficits, impaired reciprocal motor coordination, and mild ataxia may occur. Speech disorders are observed more often than in the general pediatric population.

So, adequate diagnosis of ADHD is impossible without strict adherence to diagnostic criteria. These include:

The child has attention deficit and/or hyperactivity disorder;
early (up to 7 years) appearance of symptoms and duration (more than 6 months) of their existence;
some symptoms are observed both at home and at school;
the symptoms are not a manifestation of other diseases;
impairment of learning and social functioning.

Differential diagnosis of attention deficit disorder is carried out with a number of pathological and non-pathological conditions in which the indicated symptoms are observed as secondary manifestations. Among such conditions: damage to the brain, central nervous system, infections (encephalitis, meningitis), head injuries, cerebral hypoxia, lead poisoning.

Approaches to the treatment and correction of ADHD and available methods may differ in different countries. However, despite these differences, most experts consider the most effective an integrated approach, which combines several methods, individually selected in each specific case. Methods of behavior modification, psychotherapy, pedagogical and neuropsychological correction are used. Drug therapy for ADHD is advisable when non-drug correction methods are ineffective. Psychostimulants, tricyclic antidepressants, tranquilizers and nootropic drugs are used. In international pediatric neurological practice, the effectiveness of 2 drugs has been empirically established - the antidepressant amitriptyline and Ritalin, which belongs to the group of amphetamines. The drug of first choice in the treatment of ADHD is methylphenidate (Ritalin, Centedrine, Meredil). The positive effect of methylphenidate is observed in 70-80% of children. The drug is prescribed once in the morning at a dose of 10 mg (1 tablet), but the daily dose can reach 6 mg/kg. The therapeutic effect occurs quickly - within the first days of administration. Despite the high effectiveness of methylphenidate, there are limitations and contraindications to its use associated with frequent side effects. The latter include growth retardation, irritability, sleep disturbance, loss of appetite and body weight, provocation of tics, dyspeptic disorders, dry mouth and dizziness. Addiction to the drug may develop. Unfortunately, methylphenidate is not available on the Russian pharmaceutical market.

In domestic pediatric practice, the drug amitriptyline, which has fewer side effects, is more widely used. Amitriptyline is prescribed to children under 7 years of age at a dose of 25 mg per day, for children over 7 years of age - at a dose of 25-50 mg per day. The initial dose of the drug is 1/4 tablet and increases gradually over 7-10 days. The effectiveness of amit-riptyline in the treatment of children with attention deficit disorder is 60%.

The approach common in Russia is nootropic drugs, substances that improve brain function, metabolism, energy, and increase the tone of the cortex. Also prescribed are drugs consisting of amino acids, which, according to manufacturers, improve brain metabolism. In general, the spectrum of clinical activity of nootropics is diverse and is represented by the following main effects:

Actually nootropic effect, i.e. improvement of intellectual abilities (impact on impaired higher cortical functions, level of judgment);
mnemotropic effect (improving memory, increasing learning success);
increasing the level of wakefulness, clarity of consciousness (impact on the state of depressed and darkened consciousness);
adaptogenic effect (increasing tolerance to various exogenous and psychogenic adverse effects, including medications, increasing the body’s overall resistance to extreme factors);
anti-asthenic effect (reduction of symptoms of weakness, lethargy, exhaustion, phenomena of mental and physical asthenia);
psychostimulating effect (impact on apathy, physical inactivity, hypobulia, spontaneity, poverty of motives, mental inertia, motor and intellectual retardation);
anxiolytic (tranquilizing) effect (reducing feelings of anxiety, emotional tension);
sedative effect, reduction of irritability and emotional excitability;
antidepressant effect;
vegetative effect (effect on headache, dizziness, cerebrasthenic syndrome).

One of the classes of nootropic drugs are drugs based on aminophenylbutyric acid. Currently, this group includes drugs such as Phenibut and Anvifen. Anvifen is a nootropic drug that facilitates GABA-mediated transmission of nerve impulses to the central nervous system (direct effect on GABAergic receptors). The tranquilizing effect is combined with an activating effect. Improves the functional state of the brain by normalizing its metabolism and influencing cerebral blood flow (increases volumetric and linear velocity, reduces vascular resistance, improves microcirculation, and has an antiplatelet effect). When taken as a course, it increases physical and mental performance (attention, memory, speed and accuracy of sensory-motor reactions). Helps reduce feelings of anxiety, tension and restlessness, and normalizes sleep. The drug is available in capsule form (50, 125 and 250 mg), which increases its safety profile, especially in relation to the gastrointestinal tract, and the availability of 50 mg capsules is especially convenient for pediatric practice. Children from 3 to 8 years old - 50-100 mg 3 times a day; from 8 to 14 years - 250 mg 3 times a day. The single maximum dose in children under 8 years of age is 150 mg; from 8 to 14 years - 250 mg. Nootropic drugs are usually taken in courses of 2-3 months followed by a break. According to indications, longer use is possible for up to 6 months.

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13. Banerjee TD, Middleton F, Faraone SV. Environmental risk factors for attention-deficit hyperactivity disorder. Acta Paediatr2007; 96:1269-74
14. Eaves LJ, Silberg JL, Meyer JM et al. Genetics and developmental psychopathology: 2. The main effects of genes and environment on behavioral problems in the Virginia Twin Study of Adolescent Behavioral Development. J Child Psychol Psychiatry 1997; 38:965-80.
15. Biederman J, Faraone S. Attention-deficit hyperactivity disorder. Lancet2005; 366:237-48.
16. Amen DG, Carmichael BD. High-resolution brain SPECT imaging in ADHD. Ann Clin Psychiatry 1997; 9 (2): 81-6.
17. Purvis KL, Tannock R. Language abilities in children with attention deficit hyperactivity disorder, reading disabilities, and normal controls. J Abnorm Child Psychol 1997; 25 (2): 133-44.
18. American Academy of Pediatrics. Clinical practice guideline: treatment of the school-aged child with attention-deficit/hyperactivity disorder Pediatrics 2001; 108(4):1033-4419. Nuttt DJ, Fone K, Asherson P et al. Evidence-based guidelines for the management of "attention-deficit/hyperactivity disorder in adolescents and in adults: recommendations from the British Association for Psychopharmacology. J Psychopharmacol 2007; 21 (1):10-41.

Doesn't want to study

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Hyperactivity disorder (ADHD) is a very common problem in childhood. It is especially often diagnosed in schoolchildren, since educational tasks and various household assignments over the age of 7 require the child to be attentive, self-organized, persevering, and able to complete things. And if a child has hyperactivity syndrome, it is precisely these qualities that he lacks, which causes problems with learning and in everyday life.

In addition, ADHD prevents schoolchildren from communicating with their classmates, so correcting this problem is important for the child’s social adaptation.

Very often, hyperactivity manifests itself precisely at school age, when the child needs to be diligent and attentive.

Causes of hyperactivity

Research has shown that many children develop attention deficit hyperactivity disorder due to genetic factors. Other provoking factors for ADHD include:

• Problems with pregnancy. If the mother was in danger of miscarriage, she did not eat well, was stressed, smoked, and the fetus experienced hypoxia or developed developmental defects, this contributes to the child developing problems with nervous activity, including ADHD.
• Problems with childbirth. The appearance of hyperactivity in children is promoted by both rapid and protracted labor, as well as too early onset of labor and stimulation of labor.
• Disadvantages of education. If parents treat the child too strictly or the child witnesses constant conflicts in the family, this affects his nervous system.
• Nutritional deficiencies or poisoning, such as heavy metals. Such factors impair the functioning of the central nervous system.

Research has proven that hyperactivity is most often caused by a genetic factor.

Symptoms of ADHD at school age

The first signs of hyperactivity in many children appear in infancy. Babies with ADHD sleep poorly, move a lot, react too violently to any changes, are very attached to their mother and quickly lose interest in toys and games. In preschool age, such children cannot sit through classes in kindergarten, often show aggression towards other children, run around a lot, and deny any prohibitions.

In schoolchildren, ADHD manifests itself with the following symptoms:

• During lessons, the child is inattentive and easily distracted.
• He has restless movements. Such a student often fidgets in class, cannot sit still in a chair, and in a situation that requires staying in one place, he can get up and leave.
• The child runs and jumps in situations where this is not necessary.
• He cannot do anything calmly and quietly for a long time.
• The child often does not finish homework or homework.
• He finds it difficult to wait in line.
• He cannot organize himself independently.
• The child tries to avoid any tasks that require attention.
• He often loses his own things and forgets something important.
• The child has increased talkativeness. He often interrupts others and does not allow people to finish their sentences or questions.
• The child cannot find a common language with classmates and often conflicts with them. He tries to interfere in other people's games and does not adhere to the rules.
• The student often behaves impulsively and does not evaluate the consequences of his own actions. He can break something and then deny his own involvement.
• The child sleeps restlessly, constantly turning over, crumpling bedding and throwing off the blanket.
• When a teacher talks to a child, it seems as if he doesn’t hear him at all.

Which doctor treats

If you suspect a student has hyperactivity syndrome, you should go for a consultation with:

• Pediatric neurologist.
• Child psychiatrist.
• Child psychologist.

Any of these specialists will examine the child, have him perform test tasks, and also talk with the parents and prescribe additional examinations of the nervous system. Based on the results, the child will be diagnosed with ADHD and the correct treatment will be prescribed.

At what age does ADHD most often go away?

The most pronounced signs of hyperactivity appear in preschoolers attending kindergarten, as well as in primary schoolchildren aged 8-10 years. This is due to the peculiarities of the development of the central nervous system in such age periods and the need to perform tasks in which it is important to be attentive.

The next peak of ADHD manifestations is noted during the period of sexual transition in 12-14 year old children. Over the age of 14 years, in many adolescents, the symptoms of hyperactivity are smoothed out and may disappear on their own, which is associated with compensation for the missing functions of the central nervous system. However, in some children, ADHD persists, which leads to the formation of “difficult teenager” behavior and antisocial tendencies.

After 14 years, symptoms of hyperactivity may smooth out or disappear completely

How and with what to treat

The approach to treating hyperactivity in a schoolchild should be comprehensive and include both medications and non-drug therapy. For ADHD you need:

1. Work with a psychologist. The doctor will use techniques to reduce anxiety and improve the child’s communication skills, and give exercises for attention and memory. If there are speech disorders, sessions with a speech therapist are also indicated. In addition, it is worth visiting a psychologist not only for a hyperactive child, but also for his parents, since they often develop irritability, depression, intolerance, and impulsiveness. During visits to the doctor, parents will understand why prohibitions are contraindicated for children with hyperactivity and how to build relationships with a hyperactive student.
2. Provide the child with proper physical activity. For a schoolchild, you should choose a sports section in which there will be no competitive activity, as it can aggravate hyperactivity. Also, static loads and sports that involve demonstrations are not suitable for a child with ADHD. The best choices include swimming, cycling, skiing and other aerobic exercise.
3. Give your child medications and medicines prescribed by your doctor. Abroad, children with hyperactivity are prescribed psychostimulants, but here we give preference to nootropic drugs, and also prescribe sedatives. The specific drug and its dosage should be selected by a doctor.
4. Use folk remedies. Since drug treatment for ADHD is prescribed for a long period, from time to time synthetic drugs are replaced with herbal teas, for example, from mint, valerian, lemon balm and other plants with a positive effect on the nervous system.

A hyperactive child is prescribed medication and sessions with a psychologist.

• Try to build a relationship with the student, the basis of which will be trust and mutual understanding.
• Help your son or daughter organize their daily routine, as well as a place to play and do homework.
• Pay attention to your child's sleep schedule. Let him go to sleep and wake up at the same time every day, even on weekends.
• Provide your child with a balanced, tasty diet that limits refined and synthetic foods.
• Forbid your child only things that really harm him or pose a danger to him.
• Show your love for your child more often.
• Avoid orders in communication, use requests more often.
• Avoid physical punishment.
• Praise your child often, noting all positive aspects and actions.
• Don't quarrel in front of your child.
• Try to organize joint leisure activities, for example, family outings.
• Give your child feasible daily tasks around the house and do not do them for him.
• Keep a notebook in which in the evening, together with your child, write down all the successes and positive moments of the day.
• Try not to visit very crowded places with your child, such as a market or shopping center.
• Make sure your child is not overtired. Monitor your TV or computer time.
• Remain calm and unperturbed, because you are an example for your child.

Also, if adults are unadapted to ADHD, there may be a decrease in intelligence and difficulties in perceiving information.

From a neurological point of view, ADHD is considered a persistent and chronic syndrome for which no cure has been found. It is believed that some children, namely 30%, “outgrow” this syndrome or adapt to it in adulthood.

ADHD and its treatment have been the subject of much controversy since the 1970s. The existence of ADHD is questioned by a number of doctors, teachers, politicians, parents and the media. Some believe that there is no such thing as ADHD, but their opponents believe that there are genetic and physiological causes for the condition. Some researchers even insist on the influence of climatic factors in the development of ADHD in children.

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Classification

There are three types of the disorder: cases with attention deficit (ADHD-PDD or ADHD-DD), hyperactivity and impulsivity (ADHD-HI or ADHD-H), and a mixed type (ADHD-C), which includes all three symptoms.

Prevalence

Impulsiveness

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

Diagnostic criteria for ADHD according to DSM-5 classification

According to DSM-5, the diagnosis of attention-deficit/hyperactivity disorder can be established no earlier than 12 years of age (according to the 4th edition, from 6 years of age). Symptoms must be observed in different situations and environments. For diagnosis, the presence of 6 symptoms (from the group of inattention and/or hyperactivity-impulsivity) is required, and from the age of 17 - 5 symptoms. Symptoms must be present for at least six months, and they must lag behind the developmental level of most adolescents this age. Symptoms must appear before age 12 and cannot be explained by other mental disorders.

Inattention

1. Often unable to maintain attention to details: due to negligence and frivolity, he makes mistakes in school assignments, work and other activities.
2. Usually has difficulty maintaining attention when completing tasks or playing games.
3. Often it seems that the child does not listen to the speech addressed to him.
4. Often it is not possible to adhere to the proposed instructions and fully cope with lessons, homework or duties at the workplace (which has nothing to do with negative or protest behavior, or an inability to understand the task).
5. Often has difficulty organizing independent completion of tasks and other activities.
6. Typically avoids involvement in tasks that require long-term mental stress (eg, school assignments, homework).
7. Often loses things needed at school and at home (for example, toys, school supplies, pencils, books, work tools).
8. Easily distracted by extraneous stimuli.
9. Often shows forgetfulness in everyday situations.

The prevalence of ADHD in adults depends significantly on the presence of concomitant psychological problems and diseases: according to a 2007 Mexican study, the presence of ADHD was established in 5.37% of subjects from the general population (149 people examined) and in 16.8% of outpatient psychiatrist patients with non-psychotic psychiatric disorders. diseases (161 people were examined). It is especially noteworthy that among psychiatric patients, gender differences in the prevalence of ADHD were “inverted” in relation to ADHD in the general population and among children: ADHD was diagnosed in 21.6% of female patients and only 8.5% of male patients.

ADHD Treatment Methods

Approaches to the treatment and correction of ADHD and available methods may differ in different countries. However, despite these differences, most experts consider the most effective an 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 according to individual indications in cases where behavioral and cognitive dysfunctions cannot be overcome by non-drug methods.

In the USA, the WWK3 protocol is used to treat children, and the WWK10 protocol is used to treat adults. In particular, the use of Ritalin (methylphenidate), a controversial drug that has a high addictive (narcogenic) potential, is permitted for the treatment of children.

Pharmacocorrection

When correcting ADHD, medications are used as an auxiliary method. The most common are psychostimulants such as methylphenidate, amphetamine, dexamphetamine. One of the disadvantages of these drugs is the need to take them several times a day (the action time is about 4 hours). Methylphenidate and dexamphetamine are now available with long-acting effects (up to 12 hours). A long-acting form of methylphenidate (trade name Concerta) is widely used in the treatment of ADHD. The effectiveness of dexamphetamine, methamphetamine, and sustained-release methylphenidate for the treatment of ADHD is not well established. The psychostimulant pemoline was previously used, but its use has become limited due to hepatotoxicity. Drugs from other groups are also used, for example atomoxetine (norepinephrine reuptake inhibitor, a group of adrenergic and sympathomimetics). Also effective

ADHD is a developmental disorder of a neurological-behavioral nature, in which the hyperactivity of children along with attention deficit is pronounced. Among the hallmarks of this disorder, the presence of which provides the basis for a diagnosis of ADHD, include symptoms such as difficulty concentrating, increased activity and impulsivity that cannot be controlled. Due to the fact that it is difficult for children to concentrate, they often cannot complete educational tasks or solve problems correctly, as they make mistakes due to their own inattention and restlessness (hyperactivity). They may also not listen to teachers’ explanations or simply not pay attention to their explanations. Neurology considers this disorder as a stable chronic syndrome, for which no cure has been found to this day. Doctors believe that ADHD (attention deficit hyperactivity disorder) disappears without a trace as children grow older or adults adapt to living with it.

Causes of ADHD

Today, unfortunately, the exact causes of ADHD (attention deficit hyperactivity disorder) have not been established, but several theories can be identified. So, the causes of organic disorders can be: an unfavorable environmental situation, immunological incompatibility, infectious diseases of the female population during pregnancy, poisoning by anesthesia, taking certain medications, drugs or alcohol by women during pregnancy, some chronic diseases of the mother, threats of miscarriage, premature or protracted labor, stimulation of labor, cesarean section, malpresentation of the fetus, any diseases of newborns that occur with high fever, or babies taking potent drugs.

Also, diseases such as asthmatic conditions, heart failure, pneumonia, diabetes can act as factors that provoke disturbances in the brain activity of children.

Scientists have also found that there are genetic prerequisites for the formation of ADHD. However, they appear only when interacting with the outside world, which can either strengthen or weaken such preconditions.

ADHD syndrome can also cause negative effects in the postnatal period on the child. Among such influences, one can distinguish both social reasons and biological factors. Methods of upbringing, attitude towards the child in the family, socio-economic status of the social unit are not the causes of ADHD in themselves. However, often the listed factors develop the baby’s adaptive capabilities to the surrounding world. Biological factors that provoke the development of ADHD include feeding the baby artificial food additives, the presence of pesticides, lead, and neurotoxins in the child’s food. Today, the degree of influence of these substances on the pathogenesis of ADHD is under study.

ADHD syndrome, summarizing the above, is a polyetiological disorder, the formation of which is caused by the influence of several factors in combination.

ADHD symptoms

The main symptoms of ADHD include impaired attention, increased activity in children and their impulsivity.

Attention disorders are manifested in the child by the inability to maintain attention on the elements of the subject, making many mistakes, and the difficulty of maintaining attention during the performance of educational or other tasks. Such a child does not listen to speech addressed to him, does not know how to follow instructions and complete work, is unable to independently plan or organize the completion of tasks, tries to avoid activities that require prolonged intellectual stress, tends to constantly lose his own things, is forgetful, and is easily distracted.
Hyperactivity is manifested by restless movements of the arms or legs, fidgeting in place, and restlessness.

Children with ADHD often climb or run somewhere when it is inopportune, and cannot play calmly and quietly. Such aimless hyperactivity is persistent and is not influenced by the rules or conditions of the situation.

Impulsivity manifests itself in situations when children, without listening to the question and without thinking, answer it, unable to wait for their turn. Such children often interrupt others, disturb them, and are often talkative or unrestrained in speech.

Characteristics of a child with ADHD. The listed symptoms should be observed in children for at least six months and extend to all areas of their life (disorders of adaptation processes are observed in several types of environments). Disturbances in learning, problems in social contacts and work activities in such children are pronounced.

The diagnosis of ADHD is made by excluding other mental pathologies, since the manifestations of this syndrome should not be associated only with the presence of another disease.

The characteristics of a child with ADHD have their own characteristics depending on the age period in which he is.

In the preschool period (from three to 7 years), children often begin to show increased activity and impulsiveness. Excessive activity is manifested by the constant movement in which babies are located. They are characterized by extreme restlessness in class and talkativeness. The impulsiveness of children is expressed in committing rash actions, frequently interrupting other people, and interfering in extraneous conversations that do not concern them. Typically, such children are considered ill-mannered or overly temperamental. Often, impulsiveness can be accompanied by recklessness, as a result of which the baby can endanger himself or others.

Children with ADHD are rather sloppy, disobedient, often throw or break things and toys, they can exhibit mental illness, and sometimes lag behind their peers in speech development.

The problems of a child with ADHD after entering an educational institution only get worse due to school requirements that he is not fully able to fulfill. Children's behavior does not meet the age norm, therefore, in an educational institution, he is not able to obtain results that correspond to his potential (the level of intellectual development corresponds to the age interval). Such children do not hear the teacher during classes, it is difficult for them to solve the proposed tasks, since they experience difficulties in organizing work and bringing it to completion, in the process of completing it they forget the conditions of the tasks, they do not assimilate the educational material well and are not able to apply it competently. Therefore, kids quickly disconnect from the process of completing tasks.

Children with ADHD do not notice details, are prone to forgetfulness, poor switching ability, and failure to follow teacher instructions. At home, these kids are unable to cope with homework assignments on their own. They are much more likely, compared to their peers, to have difficulties in developing logical thinking skills, the ability to read, write and count.

Schoolchildren suffering from ADHD syndrome are characterized by difficulties in interpersonal relationships and problems in establishing contacts. Their behavior is prone to unpredictability due to significant mood swings. Hotness, cockiness, opposing and aggressive actions are also noted. As a result, such children cannot devote a long time to play, successfully interact and establish friendly contacts with peers.

In a group, children suffering from ADHD are sources of constant anxiety, as they make noise, disturb others, and take other people’s things without asking. All of the above leads to the emergence of conflicts, as a result of which the baby becomes unwanted in the team. When faced with such an attitude, children often consciously become “jesters” in the class, thereby hoping to improve relationships with their peers. As a result, not only the school performance of children with ADHD suffers, but also the work of the class as a whole, so they can disrupt lessons. In general terms, their behavior gives the impression of being inappropriate for their age, so their peers are reluctant to communicate with them, which gradually develops an understated attitude in children with ADHD. In the family, such children often suffer due to constant comparison with other children who are more obedient or study better.

ADHD hyperactivity in adolescence is characterized by a significant decrease. It is replaced by a feeling of inner restlessness and fussiness.

Adolescents with ADHD are characterized by lack of independence, irresponsibility, and difficulty completing tasks, assignments, and organizing activities. During puberty, pronounced manifestations of disorders in the function of attention and impulsivity are observed in approximately 80% of adolescents with ADHD. Often, children with such a disorder experience a deterioration in school performance due to the fact that they are unable to effectively plan their own work and organize it in time.

Gradually, children experience increasing difficulties in family and other relationships. Most adolescents with this syndrome are characterized by problems in following the rules of behavior, reckless behavior associated with unreasonable risks, disobedience to the laws of society and disobedience to social norms. Along with this, they are characterized by weak emotional stability of the psyche in the event of failures, indecision, etc. Teenagers are extremely sensitive to teasing and barbs from their peers. Educators and others characterize adolescent behavior as immature and inappropriate for their age. In everyday life, children ignore safety measures, which leads to an increased risk of accidents.

Pubertal children with a history of ADHD are much more likely than their peers to be drawn into various groups that commit crimes. Teenagers may also develop a craving for the abuse of alcoholic beverages or drugs.

Working with children with ADHD can cover several areas: or, the key purpose of which is to develop social skills.

Diagnosis of ADHD

Based on international criteria containing lists of the most characteristic and clearly traceable manifestations of this disorder, a diagnosis of ADHD can be made.

The essential characteristics of this syndrome are:

- the duration of symptoms over time is at least six months;

- prevalence in at least two types of environment, stability of manifestations;

— severity of symptoms (significant learning disabilities, disorders of social contacts, and professional sphere are observed);

- exclusion of other mental disorders.

ADHD hyperactivity is defined as the primary disorder. At the same time, there are several forms of ADHD, determined by the presence of predominant symptoms:

- combined form, which includes three groups of symptoms;

— ADHD with prevalent attention disorders;

— ADHD with dominance of impulsivity and increased activity.

In childhood, so-called condition imitators of this syndrome are relatively often observed. Approximately twenty percent of children periodically exhibit behaviors that appear similar to ADHD. Therefore, ADHD should be distinguished from a wide range of conditions that are similar to it solely in external manifestations, but differ significantly in causes and methods of correction. These include:

- individual personal characteristics and characteristics (the behavior of overly active children does not go beyond the age norm, the degree of formation of higher mental functions is at the level);

— anxiety disorders (features of children's behavior are associated with the influence of traumatic causes);

- consequences of brain injury, intoxication, neuroinfection;

— in case of somatic diseases, the presence of asthenic syndrome;

— characteristic disorders of the formation of school skills, such as dyslexia or dysgraphia;

— diseases of the endocrine system (diabetes mellitus or thyroid pathology);

- sensorineural hearing loss;

- hereditary factors, for example, the presence of Tourette syndrome, Smith-Magenis syndrome or fragile X chromosome;

- epilepsy;

In addition, the diagnosis of ADHD should be made taking into account the specific age-related dynamics of this condition. Manifestations of ADHD have characteristic features in accordance with a certain age period.

ADHD in adults

According to current statistics, ADHD affects approximately 5% of adults. Along with this, such a diagnosis is observed in almost 10% of students at school. Approximately half of children with ADHD continue into adulthood with this condition. At the same time, the adult population consults a doctor much less often due to ADHD, which significantly minimizes the detection of the syndrome in them.

ADHD symptoms vary from person to person. However, three core signs can be noted in the behavior of patients, namely a disturbance in the function of attention, increased activity and impulsivity.

Attention disorder is expressed in the inability to concentrate attention on a specific object or things. An adult becomes bored after just a few minutes while performing an uninteresting, monotonous task. It is difficult for such people to consciously concentrate attention on any subject. People with ADHD are considered by their environment to be dispensable and non-executive, since they can begin to do several things and not complete any of them. Increased activity is found in the constant movement of individuals. They are characterized by restlessness, fussiness and excessive talkativeness.

Patients with ADHD syndrome suffer from restlessness, wander aimlessly around the room, grab onto everything, and tap on the table with a pen or pencil. Moreover, all such actions are accompanied by increased excitement.

Impulsivity manifests itself in actions ahead of thoughts. A person suffering from ADHD tends to voice the first thoughts that come to his mind, constantly inserts his own out-of-place remarks into the conversation, and commits impulsive and often rash actions.

In addition to the listed manifestations, individuals suffering from ADHD are characterized by forgetfulness, anxiety, unpunctuality, low self-esteem, disorganization, poor resistance to stress factors, melancholy, depressive states, severe mood swings, and difficulty reading. Such features complicate the social adaptation of individuals and form fertile ground for the formation of any form of addiction. The inability to concentrate ruins careers and ruins personal relationships. If patients turn to a competent specialist in a timely manner and receive adequate treatment, then in most cases, all problems with adaptation will disappear.

Treatment of ADHD in adults should be comprehensive. They are usually prescribed a nervous system stimulant such as Methylphenidate. Such medications do not cure ADHD syndrome, but help achieve control over symptoms.

Treatment of ADHD in adults leads to improvement in the condition of most patients, but it can be quite difficult for them. Psychological counseling helps to acquire self-organization skills, the ability to competently establish a daily routine, restore broken relationships and improve communication skills.

ADHD Treatment

Treatment of ADHD in children has certain methods aimed at reviving the disordered functions of the nervous system and their adaptation in society. Therefore, therapy is multifactorial and includes diet, non-drug treatment and drug therapy.

The first step is to normalize the functioning of the gastrointestinal tract. Therefore, preference in the daily diet should be given to natural products. You should exclude dairy products and eggs, pork, canned foods and foods containing dyes, refined sugar, citrus fruits and chocolate from your diet.

Non-drug treatment of ADHD in children involves behavioral modification, psychotherapeutic practices, pedagogical and neuropsychological correction. Children are offered a lighter training regime, that is, the size of the classroom is reduced and the duration of classes is reduced. Children are recommended to sit at the first desks to be able to concentrate. It is also necessary to work with parents so that they learn to treat the behavior of their children with patience. Parents need to explain the need for control on their part over the daily routine of hyperactive children, providing children with the opportunity to expend excess energy through physical exercise or long walks. As children complete tasks, it is important to minimize fatigue. Since hyperactive children are characterized by increased excitability, it is recommended to partially isolate them from interaction in large companies. Also, their playing partners must have self-control and a calm character.

Non-drug treatment also includes the use of some psychotherapeutic techniques, for example, correction of ADHD is possible with the help of role-playing games or art therapy.

Correction of ADHD using drug therapy is prescribed if there is no result from other methods used. Psychostimulants, nootropics, tricyclic antidepressants and tranquilizers are widely used.

In addition, work with children with ADHD should be focused on solving several problems: conducting a comprehensive diagnosis, normalizing the family environment, establishing contacts with teachers, increasing self-esteem in children, developing obedience in children, teaching them to respect the rights of other individuals, correct verbal communication, control over your own emotions.