Attention Deficit
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Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by difficulties with attention (e.g.: difficulties staying on task, remembering instructions, keeping organized and completing work) and hyperactivity/impulsivity (e.g.: difficulties keeping still, acting without thinking, rushing through tasks, interrupting others, impatience). About two out of three children and half of adults with ADHD show difficulties with both inattention and hyperactivity, while the remainder primarily show difficulties with inattention, and only mild or no difficulties with hyperactivity/impulsivity. While everyone's ability to control their attention and impulses is limited, and all people will have occasional difficulties with inattention, forgetfulness or impulsive behaviour (especially when overtired, anxious or otherwise stressed), people with ADHD have these difficulties consistently, across different environments and situations, to a degree that interferes with their ability to function in their daily lives.
As a result, while most people with ADHD have average or above intellectual abilities, students with ADHD often under-perform relative to their ability level in academics, and must work harder than their peers to achieve the same results. They often show inconsistent performance, doing well when motivated and interested in what they are doing, but having difficulty consistently working to the best of their ability. Even when work is done well, they can have difficulties with losing work or handing it in late, forgetting important parts of tasks, procrastinating until the last minute, and balancing school work with other activities. Some students may have difficulty learning key academic skills due to their difficulties attending and memorizing material, while others may be successful in learning what they are taught, but have difficulties with completing work, avoiding errors and working efficiently, that result in their performance being below the level that their actual skills would usually allow. Some but not all children with ADHD can have social or behavioural difficulties related to impulsivity and difficulties picking up on social cues, difficulties controlling strong emotional reactions, and resistance to being asked to do tasks or activities that put strain on their attentional weaknesses, which can manifest in oppositionality, difficulties avoiding conflicts with others, and/or anxiety in situations in which the person lacks confidence in their ability to succeed.
The long-term effects of ADHD are most noticeable in the tendency for individuals with ADHD to not achieve the same level of academic success as their abilities would normally allow, and to have difficulties achieving the same level of occupational success as their academic success would normally predict. While some individuals with ADHD can encounter more serious consequences, and have an increased risk of difficulties with substance abuse, rule-breaking behaviour, injuries and accidents, the most common consequences of ADHD are systematic under-performance in many areas of functioning, which can lead to feelings of anxiety, alienation and depression in older adolescents and adults, as well as problematic coping behaviours such as reliance on substances, dropping out of school and instability in employment and relationships.
As a result, while most people with ADHD have average or above intellectual abilities, students with ADHD often under-perform relative to their ability level in academics, and must work harder than their peers to achieve the same results. They often show inconsistent performance, doing well when motivated and interested in what they are doing, but having difficulty consistently working to the best of their ability. Even when work is done well, they can have difficulties with losing work or handing it in late, forgetting important parts of tasks, procrastinating until the last minute, and balancing school work with other activities. Some students may have difficulty learning key academic skills due to their difficulties attending and memorizing material, while others may be successful in learning what they are taught, but have difficulties with completing work, avoiding errors and working efficiently, that result in their performance being below the level that their actual skills would usually allow. Some but not all children with ADHD can have social or behavioural difficulties related to impulsivity and difficulties picking up on social cues, difficulties controlling strong emotional reactions, and resistance to being asked to do tasks or activities that put strain on their attentional weaknesses, which can manifest in oppositionality, difficulties avoiding conflicts with others, and/or anxiety in situations in which the person lacks confidence in their ability to succeed.
The long-term effects of ADHD are most noticeable in the tendency for individuals with ADHD to not achieve the same level of academic success as their abilities would normally allow, and to have difficulties achieving the same level of occupational success as their academic success would normally predict. While some individuals with ADHD can encounter more serious consequences, and have an increased risk of difficulties with substance abuse, rule-breaking behaviour, injuries and accidents, the most common consequences of ADHD are systematic under-performance in many areas of functioning, which can lead to feelings of anxiety, alienation and depression in older adolescents and adults, as well as problematic coping behaviours such as reliance on substances, dropping out of school and instability in employment and relationships.
How is ADHD Assessed?
While ADHD is thought to be a neurological disorder which often has a genetic component, there are currently no genetic, biochemical or imaging-based tests that can reliably identify individuals with ADHD. As a result, the diagnosis of ADHD is based on a pattern of behaviour and functional impairments seen through observation, reports from parents and teachers, self-reports in adolescents and adults, school records and other available documents, and sometimes psychometric testing. We assess ADHD according to the best practice guidelines developed by CADDRA by carefully examining the history, development and current strengths and weaknesses of our clients. Many individuals with ADHD may benefit from psychoeducational assessment to provide another way of measuring their strengths and weaknesses, to identify gaps in their skills requiring remediation, to screen for other co-occurring learning disabilities, and to provide documentation of their learning needs for schools, colleges or universities which may require such testing. As a result, while psychoeducational testing is not required for a diagnosis of ADHD, it is useful as part of a broader assessment in many cases.
Having worked with children and adults with ADHD since 2001, including over ten years in both clinical and research roles in the Provincial ADHD Program, Dr. Gibbins is highly experienced in working with children and adults with ADHD and their families to help identify their areas of strength as well as their challenges, and thus to help support them in their functioning at home, in school and in the community so that they can better reach their potential.
Having worked with children and adults with ADHD since 2001, including over ten years in both clinical and research roles in the Provincial ADHD Program, Dr. Gibbins is highly experienced in working with children and adults with ADHD and their families to help identify their areas of strength as well as their challenges, and thus to help support them in their functioning at home, in school and in the community so that they can better reach their potential.
Help for Children with ADHD
When undiagnosed, children with ADHD are prone to being underestimated and stigmatized as lazy, less intelligent than they are, unmotivated or badly behaved, and often receive feedback that ultimately does not help them learn to cope with their difficulties ("Be more careful! Try harder next time! Try to do your best!" "Stop and think first!"). As a result, they can show greater difficulties over time as the demands on their attention and organization increase with age. However, research has shown that with effective support, treatment and management, these risks can be substantially reduced, and individuals with ADHD who have received adequate support can, in the long term, achieve the same outcomes as their typically developing peers. People with ADHD who learn to cope effectively with their challenges and to make effective use of their strengths are able to function successfully as adults and have the same range of educational and employment options as their peers, particularly if they learn to channel their interests and passions in their education and work. As we all find it easiest to pay attention to things we love to do, people with ADHD whose work allows them to do things they are passionate about can excel, sometimes even in areas traditionally considered challenging for people with ADHD.
A careful diagnosis is often the first step to gaining a better understanding of the difficulties children and adults with ADHD face, and helping them get the support and skills they need to learn to cope effectively with their challenges. A range of treatments and supports are available for people with ADHD, including both medical and non-medical interventions aimed at either reducing symptoms or improving coping and compensatory skills. Current research suggests that, as is the case for many other disorders, acquiring effective coping skills is of key importance in overcoming the negative effects of ADHD.
While only a medical doctor can prescribe medication, we can provide assistance in learning about the scientifically supported treatments for ADHD, how to work with your doctor to find the best treatment for your individual symptoms, and what non-medical strategies and resources can help improve the functioning of people with ADHD.
A careful diagnosis is often the first step to gaining a better understanding of the difficulties children and adults with ADHD face, and helping them get the support and skills they need to learn to cope effectively with their challenges. A range of treatments and supports are available for people with ADHD, including both medical and non-medical interventions aimed at either reducing symptoms or improving coping and compensatory skills. Current research suggests that, as is the case for many other disorders, acquiring effective coping skills is of key importance in overcoming the negative effects of ADHD.
While only a medical doctor can prescribe medication, we can provide assistance in learning about the scientifically supported treatments for ADHD, how to work with your doctor to find the best treatment for your individual symptoms, and what non-medical strategies and resources can help improve the functioning of people with ADHD.