Tag Archives: ADHD in adults

Development and Diagnosis

ADHD Adult Diagnosis

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ADHD, or Attention Deficit Hyperactivity Disorder, presents a range of symptoms that can significantly impact the daily lives of adults, with some variations between males and females. Moreover, ADHD can co-occur with other conditions, such as dyslexia, adding layers to the challenges individuals may face. Here’s an in-depth look at how ADHD manifests in adults, its impact on daily life, and the association with dyslexia:

ADHD in Adults:

  1. Inattention: Adults with ADHD may struggle with maintaining focus, organizing tasks, following detailed instructions, and completing tasks. This can manifest in daily life as missing deadlines, being forgetful about daily activities, or having difficulties managing responsibilities at home or work.
  2. Hyperactivity: While hyperactivity tends to be more noticeable in children, in adults, it can present as feelings of restlessness, difficulty sitting still for extended periods, or engaging in activities that are excessively energetic for the context.
  3. Impulsivity: This can include interrupting others during conversations, making quick decisions without fully considering the consequences, or engaging in risky behaviors.

Gender Differences in ADHD:

  • Males: ADHD tends to be diagnosed more frequently in males, often due to the more overt hyperactivity and impulsivity symptoms. However, this doesn’t necessarily mean ADHD is more common in males; it’s just more likely to be identified due to the nature of the symptoms.
  • Females: Females with ADHD might exhibit more inattentive symptoms, which can be less conspicuous and therefore, underdiagnosed. They may also develop coping mechanisms to mask their ADHD, making it less apparent to others.

Manifestation in Daily Life:

  • Workplace Challenges: Adults with ADHD might find it difficult to prioritize tasks, adhere to schedules, or maintain focus during meetings, leading to challenges in their professional lives.
  • Relationships: Difficulty with emotional regulation and impulsivity can strain personal relationships. Individuals might have intense emotional reactions or find it challenging to maintain consistency in their interactions.
  • Time Management: Many adults with ADHD experience ‘time blindness,’ a term that describes difficulty in perceiving and managing the passage of time. This can result in chronic lateness or underestimating the time required to complete tasks.
  • Hyperfocus: Contrary to the common perception of ADHD, individuals can experience hyperfocus, where they become intensely engrossed in activities they find stimulating or enjoyable, often at the expense of other responsibilities.
  • Physical Restlessness: The need for constant movement can manifest as fidgeting, an inability to sit still during meetings or while at work, or engaging in activities that relieve restlessness.

ADHD and Dyslexia:

  • Dyslexia is a learning disorder characterized by difficulties with reading, spelling, and decoding words. It often co-occurs with ADHD, which can complicate the diagnosis and management of both conditions.
  • Adults with both ADHD and dyslexia may find challenges in organizing thoughts, following written instructions, or completing tasks that involve reading and writing, impacting their academic and professional lives.

Emotional Regulation:

  • Emotional dysregulation in ADHD can lead to mood swings, frustration, and feeling overwhelmed. This can be exacerbated when the individual is tired, leading to increased difficulty in managing emotions.

Understanding the complexity of ADHD in adults, including the nuanced differences in how it presents in males and females and its interplay with conditions like dyslexia, is crucial for effective management and support. Recognizing these signs in daily life can lead to better strategies for coping and thriving despite the challenges ADHD may pose.

Videos

Recognizing ADHD in Adults | Heather Brannon | TEDxHeritageGreen

Many people feel badly about themselves and have no idea why. They just aren’t interested in opening their mail or picking up their clothes from the floor. They feel ashamed because they believe the people around them who say they’re lazy, have a serious character flaw, or-at best-are quirky.

Recognizing ADHD in Adults Ted Talk

Can adults have ADHD? A psychiatrist explains the symptoms

Think only kids have ADHD? Think again. One in 20 Canadian adults have ADHD and only one in 10 of those sufferers are ever diagnosed.

Can Adults Have ADHD? Global News

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Growing up, Cheyenne, Jnanee and Moonlake struggled with being distracted, careless, forgetful, disorganised and late, which led them to believe they were “stupid”, “dysfunctional” and “flawed”. They never knew that they had Attention Deficit Hyperactivity Disorder (ADHD).

Women with ADHD

Resources

Brain Basics

The ADHD Brain

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Exploring ADHD: Symptoms, Brain Mechanisms, and Impact on Daily Life

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a consistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. ADHD is identified across various settings, such as in home, school, or work environments, and its symptoms can lead to significant challenges in daily life. Understanding ADHD involves looking at its symptoms, the underlying brain mechanisms, and the impacts on daily functioning.

Symptoms

ADHD symptoms are divided into two main categories:

  1. Inattention: Includes difficulty sustaining attention in tasks or play activities, failure to follow instructions, disorganization, avoidant behavior towards tasks requiring sustained mental effort, losing things necessary for tasks, easily distracted, and forgetfulness in daily activities.
  2. Hyperactivity and Impulsivity: Encompasses fidgeting, leaving one’s seat in situations when remaining seated is expected, running or climbing inappropriately, inability to play quietly, being “on the go,” talking excessively, blurting out answers, difficulty waiting turns, and interrupting or intruding on others.

These symptoms must be present for at least six months to a degree inconsistent with developmental level and directly negatively impact social and academic/occupational activities.

Brain Mechanisms

Research into ADHD has identified several key areas and mechanisms in the brain that are thought to contribute to the symptoms of the disorder:

  • Neurotransmitter Systems: ADHD is associated with dysregulation in neurotransmitter systems, particularly dopamine and norepinephrine. These neurotransmitters are crucial for attention, motivation, pleasure, and reward. Imbalances can affect the brain’s ability to filter distractions, sustain attention, and control impulses.
  • Prefrontal Cortex (PFC): The PFC, involved in executive functions such as attention, decision-making, and impulse control, shows reduced activity in individuals with ADHD. This reduction can contribute to difficulties in organizing tasks, managing time, and inhibiting inappropriate behaviors.
  • Basal Ganglia: This group of nuclei is involved in movement and decision-making. Abnormalities in the basal ganglia, including structural differences and altered neurotransmitter activity, have been linked to the regulation issues of hyperactivity and impulsivity in ADHD.
  • Cerebellum: While traditionally associated with motor control, the cerebellum also plays a role in attention and executive functioning. Alterations in cerebellar volume and activity have been observed in individuals with ADHD, contributing to difficulties with coordination and possibly attention regulation.
  • Default Mode Network (DMN): The DMN is more active when the brain is at rest and not focused on the outside world. In ADHD, there’s an issue with the suppression of the DMN during tasks, leading to inattention and distractibility.

Impact on Daily Life

ADHD can significantly impact various aspects of daily life, including:

  • Academic/Work Challenges: Difficulty organizing tasks, following instructions, and completing work can lead to underperformance in academic or occupational settings.
  • Social Difficulties: Hyperactivity, impulsivity, and inattention can strain relationships with family, friends, and colleagues. Individuals with ADHD may have trouble with social cues, waiting their turn in conversations, and may come off as intrusive or inattentive.
  • Self-Esteem Issues: Chronic feelings of failure, criticism from others, and struggles with self-regulation can lead to low self-esteem and anxiety.
  • Executive Functioning Problems: Challenges with planning, time management, and goal-directed behavior can make daily life seem chaotic and overwhelming.
  • Risky Behaviors: Adolescents and adults with ADHD may exhibit more risky behaviors, such as reckless driving, substance use, and impulsivity in decision-making.

Management

Management of ADHD typically involves a combination of medication, psychotherapy, educational support, and behavioral interventions. Medications, like stimulants (e.g., methylphenidate, amphetamines) and non-stimulants (e.g., atomoxetine), are effective in managing symptoms for many people by targeting neurotransmitter systems. Psychotherapy can help with coping strategies, social skills, and emotional regulation, while educational interventions address academic challenges.

Understanding ADHD in depth requires a comprehensive view that includes its neurological underpinnings, the challenges posed by its symptoms, and the strategies for managing its impact on daily life. Through targeted interventions and support, individuals with ADHD can lead successful and fulfilling lives.

ADHD Study

New research from the University of Central Florida shows children with ADHD need to fidget only when using executive brain functions – like watching a math video, rather than a Star Wars clip. Read the full story here: http://today.ucf.edu/adhd-kids-can-still-theyre-not-straining-brains/ Follow UCF on social!

The Neurobiology of ADHD

Dr. Anthony Rostain, Ph.D., gives a good overview on the neurobiology of ADHD. (Source: Online class on ADHD, Cousera, Week 5, http://www.upenn.edu/pennnews/news/penn-offer-free-online-class-adhd)

Webinar: Imaging the ADHD Brain

Dr Tim Silk, Associate Professor of Psychology at Deakin University, discusses the key findings from his research on attention deficit hyperactivity disorder (ADHD). Tim discusses the key findings from the Neuroimaging of the Children’s Attention Project (NICAP) as well as the complexities and challenges in collecting MRI data to understand the developing brain.

ADHD Overview

This lecture is intended as an overview of major advances of the past decade in understanding the nature, causes, life course, and management of ADHD in children and teens. It provides an overview of many of the most important topics on the disorder concerning nature, diagnostic criteria, subtypes, prevalence, comorbid disorders, life course impairments, etiologies, the empirically supported treatments, disproven remedies, parent counseling, parent training, school management, and medication management.

Resources

Qiu, M. G., Ye, Z., Li, Q. Y., Liu, G. J., Xie, B., & Wang, J. (2011). Changes of brain structure and function in ADHD children. Brain topography, 24, 243-252.

Volkow, N. D., Wang, G. J., Kollins, S. H., Wigal, T. L., Newcorn, J. H., Telang, F., … & Swanson, J. M. (2009). Evaluating dopamine reward pathway in ADHD: clinical implications. Jama, 302(10), 1084-1091.

Krain, A. L., & Castellanos, F. X. (2006). Brain development and ADHD. Clinical psychology review, 26(4), 433-444.

Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.

Peng, X., Lin, P., Zhang, T., & Wang, J. (2013). Extreme learning machine-based classification of ADHD using brain structural MRI data. PloS one, 8(11), e79476.