Attention deficit hyperactivity disorder (ADHD) – Symptoms

Symptoms of attention deficit hyperactivity disorder (ADHD)

The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into 2 types of behavioural problems:

• inattentiveness (difficulty concentrating and focusing)
• hyperactivity and impulsiveness

Many people with ADHD have problems that fall into both these categories, but this is not always the case.

For example, around 2 to 3 in 10 people with the condition have problems with concentrating and focusing, but not with hyperactivity or impulsiveness.

This form of ADHD is also known as attention deficit disorder (ADD). ADD can sometimes go unnoticed because the symptoms may be less obvious.

ADHD is more often diagnosed in boys than girls. Girls are more likely to have symptoms of inattentiveness only, and are less likely to show disruptive behaviour that makes ADHD symptoms more obvious. This means girls who have ADHD may not always be diagnosed.

Symptoms in children and teenagers

The symptoms of ADHD in children and teenagers are well defined, and they’re usually noticeable before the age of 6. They occur in more than 1 situation, such as at home and at school.

Children may have symptoms of both inattentiveness and hyperactivity and impulsiveness, or they may have symptoms of just 1 of these types of behaviour.

Inattentiveness (difficulty concentrating and focusing)

The main signs of inattentiveness are:

• having a short attention span and being easily distracted
• making careless mistakes – for example, in schoolwork
• appearing forgetful or losing things
• being unable to stick to tasks that are tedious or time-consuming
• appearing to be unable to listen to or carry out instructions
• constantly changing activity or task
• having difficulty organising tasks

Hyperactivity and impulsiveness

The main signs of hyperactivity and impulsiveness are:

• being unable to sit still, especially in calm or quiet surroundings
• constantly fidgeting
• being unable to concentrate on tasks
• excessive physical movement
• excessive talking
• being unable to wait their turn
• acting without thinking
• interrupting conversations
• little or no sense of danger

These symptoms can cause significant problems in a child’s life, such as underachievement at school, poor social interaction with other children and adults, and problems with discipline.

Related conditions in children and teenagers with ADHD

Although not always the case, some children may also have signs of other problems or conditions alongside ADHD, such as:

• anxiety disorder – which causes your child to worry and be nervous much of the time; it may also cause physical symptoms, such as a rapid heartbeat, sweating and dizziness
• oppositional defiant disorder (ODD) – this is defined by negative and disruptive behaviour, particularly towards authority figures, such as parents and teachers
• conduct disorder – this often involves a tendency towards highly antisocial behaviour, such as stealing, fighting, vandalism and harming people or animals
• depression
• sleep problems – finding it difficult to get to sleep at night, and having irregular sleeping patterns
• autistic spectrum disorder (ASD) – this affects social interaction, communication, interests and behaviour
• dyspraxia – a condition that affects physical co-ordination
• epilepsy – a condition that affects the brain and causes repeated fits or seizures
• Tourette’s syndrome – a condition of the nervous system, characterised by a combination of involuntary noises and movements (tics)
• learning difficulties – such as dyslexia

Symptoms in adults

In adults, the symptoms of ADHD are more difficult to define. This is largely due to a lack of research into adults with ADHD.

As ADHD is a developmental disorder, it’s believed it cannot develop in adults without it first appearing during childhood. But symptoms of ADHD in children and teenagers often continue into adulthood.

The way in which inattentiveness, hyperactivity and impulsiveness affect adults can be very different from the way they affect children.

For example, hyperactivity tends to decrease in adults, while inattentiveness tends to remain as the pressures of adult life increase.

Adult symptoms of ADHD also tend to be far more subtle than childhood symptoms.

Some specialists have suggested the following as a list of symptoms associated with ADHD in adults:

• carelessness and lack of attention to detail
• continually starting new tasks before finishing old ones
• poor organisational skills
• inability to focus or prioritise
• continually losing or misplacing things
• forgetfulness
• restlessness and edginess
• difficulty keeping quiet, and speaking out of turn
• blurting out responses and often interrupting others
• mood swings, irritability and a quick temper
• inability to deal with stress
• extreme impatience
• taking risks in activities, often with little or no regard for personal safety or the safety of others – for example, driving dangerously

Related conditions in adults with ADHD

As with ADHD in children and teenagers, ADHD in adults can occur alongside several related problems or conditions.

One of the most common is depression. Other conditions that adults may have alongside ADHD include:

• personality disorders – conditions in which an individual differs significantly from the average person in terms of how they think, perceive, feel or relate to others
• bipolar disorder – a condition affecting your mood, which can swing from one extreme to another
• obsessive compulsive disorder (OCD) – a condition that causes obsessive thoughts and compulsive behaviour

The behavioural problems associated with ADHD can also cause problems such as difficulties with relationships and social interaction.

Page last reviewed: 24 December 2021
Next review due: 24 December 2024

What You Need to Know

Have you noticed that your child or teen finds it hard to pay attention? Do they often move around during times when they shouldn’t, act impulsively, or interrupt others? If such issues are ongoing and seem to be impacting your child’s daily life, they may have attention-deficit/hyperactivity disorder (ADHD).

ADHD can impact the social relationships and school performance of children and teens, but effective treatments are available to manage the symptoms of ADHD. Learn about ADHD, how it’s diagnosed, and how to find support.

What is ADHD?

ADHD is a developmental disorder associated with an ongoing pattern of inattention, hyperactivity, and/or impulsivity. Symptoms of ADHD can interfere with daily activities and relationships. ADHD begins in childhood and can continue into the teen years and adulthood.

What are the symptoms of ADHD?

People with ADHD experience an ongoing pattern of the following types of symptoms:

• Inattention—having difficulty paying attention
• Hyperactivity—having too much energy or moving and talking too much
• Impulsivity—acting without thinking or having difficulty with self-control

Some people with ADHD mainly have symptoms of inattention. Others mostly have symptoms of hyperactivity-impulsivity. Some people have both types of symptoms.

Signs of inattention may include:

• Not paying close attention to details or making seemingly careless mistakes in schoolwork or during other activities
• Difficulty sustaining attention in play and tasks, including conversations, tests, or lengthy assignments
• Trouble listening closely when spoken to directly
• Finding it hard to follow through on instructions or to finish schoolwork or chores, or starting tasks but losing focus and getting easily sidetracked
• Difficulty organizing tasks and activities, such as doing tasks in sequence, keeping materials and belongings in order, managing time, and meeting deadlines
• Avoiding tasks that require sustained mental effort, such as homework
• Losing things necessary for tasks or activities, such as school supplies, books, eyeglasses, and cell phones
• Being easily distracted by unrelated thoughts or stimuli
• Being forgetful during daily activities, such as chores, errands, and keeping appointments

Signs of hyperactivity and impulsivity may include:

• Fidgeting and squirming while seated
• Getting up and moving around when expected to stay seated, such as in a classroom
• Running, dashing around, or climbing at inappropriate times or, in teens, often feeling restless
• Being unable to play or engage in hobbies quietly
• Being constantly in motion or on the go and/or acting as if driven by a motor
• Talking excessively
• Answering questions before they are fully asked or finishing other people’s sentences
• Having difficulty waiting one’s turn, such as when standing in line
• Interrupting or intruding on others, for example, in conversations, games, or activities

How is ADHD diagnosed in children and teens?

To be diagnosed with ADHD, symptoms must have been present before the age of 12. Children up to age 16 are diagnosed with ADHD if they have had at least six persistent symptoms of inattention and/or six persistent symptoms of hyperactivity-impulsivity present for at least 6 months. Symptoms must be present in two or more settings (for example, at home or school or with friends or relatives) and interfere with the quality of social or school functioning.

Parents who think their child may have ADHD should talk to their health care provider. Primary care providers sometimes diagnose and treat ADHD. They may also refer individuals to a mental health professional, such as a psychiatrist or clinical psychologist, who can do a thorough evaluation and make an ADHD diagnosis. Stress, sleep disorders, anxiety, depression, and other physical conditions or illnesses can cause similar symptoms to those of ADHD. Therefore, a thorough evaluation is necessary to determine the cause of the symptoms.

During an evaluation, the health care provider or mental health professional may:

• Examine the child’s mental health and medical history.
• Ask permission to talk with family members, teachers, and other adults who know the child well and see them in different settings to learn about the child’s behavior and experiences at home and school.
• Use standardized behavior rating scales or ADHD symptom checklists to determine whether a child or teen meets the criteria for a diagnosis of ADHD.
• Administer psychological tests that look at working memory, executive functioning (abilities such as planning and decision-making), visual and spatial skills, or reasoning skills. Such tests can help detect psychological or cognitive strengths and challenges as well as identify or rule out possible learning disabilities.

Does ADHD look the same in all children and teens?

ADHD symptoms can change over time as a child grows and moves into the preteen and teenage years. In young children with ADHD, hyperactivity and impulsivity are the most common symptoms. As academic and social demands increase, symptoms of inattention become more prominent and begin to interfere with academic performance and peer relationships. In adolescence, hyperactivity often becomes less severe and may appear as restlessness or fidgeting. Symptoms of inattention and impulsivity typically continue and may cause worsening academic, organizational, and relationship challenges. Teens with ADHD also are more likely to engage in impulsive, risky behaviors, including substance use and unsafe sexual activity.

Inattention, restlessness, and impulsivity continue into adulthood for many individuals with ADHD, but in some cases, they may become less severe and less impairing over time.

What causes ADHD?

Researchers are not sure what causes ADHD, although many studies suggest that genes play a large role. Like many other disorders, ADHD probably results from a combination of factors. In addition to genetics, researchers are looking at possible environmental factors that might raise the risk of developing ADHD and are studying how brain injuries, nutrition, and social environments might play a role in ADHD.

What are the treatments for ADHD in children and teens?

Although there is no cure for ADHD, currently available treatments may help reduce symptoms and improve functioning. ADHD is commonly treated with medication, education or training, therapy, or a combination of treatments.

Medication

Stimulants are the most common type of medication used to treat ADHD. Research shows these medications can be highly effective. Like all medications, they can have side effects and require an individual’s health care provider to monitor how they may be reacting to the medication. Nonstimulant medications are also available. Health care providers may sometimes prescribe antidepressants to treat children with ADHD, although the Food and Drug Administration (FDA) has not approved these medications specifically for treating ADHD. Sometimes an individual must try several different medications or dosages before finding what works for them.

For general information about stimulants and other medications used to treat mental disorders, see NIMH’s Mental Health Medications webpage. The FDA website has the latest medication approvals, warnings, and patient information guides.

Psychotherapy and Psychosocial Interventions

Several psychosocial interventions have been shown to help children and their families manage symptoms and improve everyday functioning.

• Behavioral therapy aims to help a person change their behavior. It might involve practical assistance, such as help organizing tasks or completing schoolwork, learning social skills, or monitoring one’s own behavior and receiving praise or rewards for acting in a desired way.
• Cognitive behavioral therapy helps a person to become more aware of attention and concentration challenges and to work on skills to improve focus.
• Family and marital therapy can help family members learn how to handle disruptive behaviors, encourage behavior changes, and improve interactions with children.

All types of therapy for children and teens with ADHD require parents to play an active role. Psychotherapy that includes only individual treatment sessions with the child (without parent involvement) is not effective for managing ADHD symptoms and behavior. This type of treatment is more likely to be effective for treating symptoms of anxiety or depression that may occur along with ADHD.

For general information about psychotherapies used for treating mental disorders, see NIMH’s Psychotherapies webpage.

Parent Education and Support

Mental health professionals can educate the parents of a child with ADHD about the disorder and how it affects a family. They also can help parents and children develop new skills, attitudes, and ways of relating to each other. Examples include parenting skills training, stress management techniques for parents, and support groups that help parents and families connect with others who have similar concerns.

School-Based Programs

Children and adolescents with ADHD typically benefit from classroom-based behavioral interventions and/or academic accommodations. Interventions may include behavior management plans or teaching organizational or study skills. Accommodations may include preferential seating in the classroom, reduced classwork load, or extended time on tests and exams. The school may provide accommodations through what is called a 504 Plan or, for children who qualify for special education services, an Individualized Education Plan (IEP).

To learn more about special education services and the Individuals with Disabilities Education Act (IDEA), visit the U.S. Department of Education’s IDEA website.

Complementary Health Approaches

Unlike specific psychotherapy and medication treatments that are scientifically proven to improve ADHD symptoms, complementary health approaches for ADHD, such as natural products, do not qualify as evidence-supported interventions. For more information, visit the National Center for Complementary and Integrative Health website.

How can I find help for my child?

The Substance Abuse and Mental Health Services Administration (SAMHSA) provides the Behavioral Health Treatment Services Locator, an online tool for finding mental health services and treatment programs in your state. For additional resources, visit NIMH’s Help For Mental Illnesses webpage or see NIMH Children and Mental Health fact sheet.

If you or someone you know is in immediate distress or is thinking about hurting themselves, call the National Suicide Prevention Lifeline toll-free at 1-800-273-TALK (8255). You also can text the Crisis Text Line (HELLO to 741741) or use the Lifeline Chat on the National Suicide Prevention Lifeline website.

How can I help my child at home?

Therapy and medication are the most effective treatments for ADHD. In addition to these treatments, other strategies may help manage symptoms. Encourage your child to:

• Get regular exercise, especially when they seem hyperactive or restless.
• Eat regular, healthy meals.
• Get plenty of sleep.
• Stick to a routine.
• Use homework and notebook organizers to write down assignments and reminders.
• Take medications as directed.

In addition, you can help your child or teen by being clear and consistent, providing rules they can understand and follow. Also, keep in mind that children with ADHD often receive and expect criticism. You can look for good behavior and praise it and provide rewards when rules are followed.

What should I know about my child participating in clinical research?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so others may receive better help in the future.

Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. Clinical trials for children are designed with the understanding that children and adults respond differently, both physically and mentally, to medications and treatments. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for your child. For more information, visit NIMH’s clinical trials webpage.

Where can I find more information on ADHD?

The Centers for Disease Control and Prevention (CDC) is the nation’s leading health promotion, prevention, and preparedness agency. You can find information on CDC’s website about ADHD symptoms, diagnosis, and treatment options, as well as additional resources for families and providers.

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For More Information

MedlinePlus (National Library of Medicine) (en español)
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U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 21-MH-8159
Revised 2021

Impulsivity in adolescents with attention deficit hyperactivity disorder

There is evidence that adolescents suffering from ADHD are at risk for the development of addictive disorders – alcoholism and drug addiction [1-3]. Therefore, the issue of diagnosis, clinical differentiation and treatment of ADHD in this age group is so important, which is the subject of this study.

Clinical manifestations of ADHD are defined by three main symptoms: inattention, hyperactivity and impulsivity. When describing ADHD, researchers most often mean inattention (increased distractibility and reduced concentration) and hyperactivity (increased motor activity). At the same time, manifestations of impulsivity play a much smaller role.

Impulsivity is understood as the impossibility of controlling one’s impulses. There are cognitive impulsivity (reflecting hasty thinking) and behavioral impulsivity (reflecting difficulties in controlling and suppressing behavioral reactions) [4]. Impulsive children cannot wait for their turn when playing, in a learning situation they have an “impulsive work style”: they shout out answers in the lesson without fully answering them, interrupting other students or teachers [5]. Because of impulsiveness, children often get into dangerous situations without thinking about the consequences. The propensity to take risks causes injuries and accidents. Impulsivity is often combined with aggressive and oppositional behavior.

There are forms of ADHD with a predominance of inattention (ADHD-N), ADHD with a predominance of hyperactivity (ADHD-H) and a combined type of disease (ADHD-C) .

P. Wender and R. Scheider [6] observed a decrease in hyperactivity with age and a change from increased physical activity to a feeling of anxiety. M. Fisher et al. [7] also noted a regression of manifestations of hyperactivity as adolescence approached. Our previous studies [8] showed that in the senior school (adolescent) age, there was a transformation of manifestations of hyperactivity into a significant increase in impulsivity. A. Zuddas et al. [9] noted that sometimes an increase in impulsivity is combined with an increase in aggressiveness. However, A. Clarke et al. [10] found that hyperactivity and impulsivity compared to inattention are more stable clinical components of the disease and less often disappear in adolescence.

The purpose of this study is to study impulsivity in adolescents with ADHD and evaluate the effectiveness of the drug noofen in the treatment of this pathology.

Noofen – γ-amino-β-phenylbutyric acid hydrochloride. It is available in 250 mg capsules. A feature of the drug is the combination of the properties of a nootropic and tranquilizing drug. The results of a study conducted by N.N. Zavadenko and N. Yu. Suvorinova [11], proved the effectiveness of Noofen in the treatment of ADHD. They established a positive effect of noofen on the cognitive sphere, including indicators of attention and auditory-speech memory.

Material and methods

We observed 64 adolescents with ADHD, 44 boys and 20 girls, aged 12 to 15 years (mean 13.5±1.4 years).

Diagnosis of clinical manifestations of ADHD was carried out in accordance with the ICD-10 and DSM-5 criteria, according to which the state of adolescents was defined as a combined type of ADHD.

Patients were divided into two groups: the 1st consisted of 38 adolescents with a combined form of ADHD (hereinafter referred to as ADHD-C), the 2nd group consisted of 26 adolescents with ADHD-H, i.e., with a predominance of hyperactivity.

Inclusion criteria for the study were: age 12 to 15 years; compliance of the clinical manifestations of the disease with the diagnostic criteria for ADHD according to DSM-5; the stability of the symptoms of the disease for at least 6 months in such a degree of severity that indicates a poor adaptation of the child; lack of mental retardation; parental and child consent to participate in the study.

The exclusion criteria were as follows: patients under 12 and over 15 years of age; the presence of severe focal neurological symptoms; a significant decrease in vision and hearing; the occurrence of clinical manifestations of the disease after a traumatic brain injury or neuroinfection; a history of recurrent epileptic seizures; the presence of symptoms of chronic somatic diseases; mental retardation; use for 3 months prior to this study, any nootropic and psychotropic drugs (tranquilizers, antidepressants, sedatives and psychostimulants).

The assessment of the severity of the disease and the effectiveness of therapy was carried out using the SNAP-IV scale, which is a questionnaire for parents, consisting of 43 questions that allow scoring the degree of inattention, hyperactivity and impulsivity of children [12]. This scale, whose name consists of the first letters of the names of the authors (J. Swanson, E. Nolan, W. Palham), was developed in 1992. When filling out the questionnaire, parents must indicate the frequency of each symptom using 4 answer options: “Never”, “Infrequently”, “Quite often”, “Very often”, which were assigned 0, 1, 2 and 3 points respectively. Based on the answers of the parents, indexes of inattention, hyperactivity and impulsivity are calculated (based on the average sum of points for each of the sections). These indexes are then compared with normative data. Patients were examined before treatment (day 0) and after treatment.

The level of anxiety was assessed using the Spielberger-Khanin test.

Attention and impulsivity disorders were quantified using the TOVA (The Test of Variables of Attention) psychophysiological test, a test of continuous activity, which is a variant of the GO/NOGO test [13], which allows assessing the number of missed significant stimuli (inattention errors) and the number of false clicks (impulsivity errors) in relation to normative data. The test is based on presenting significant and insignificant stimuli to the subject in the form of geometric shapes. The test is divided into two conditional parts, not separated by a break. In the first part, a significant stimulus is presented in 22. 5% of cases; in the second part, a significant stimulus is presented in 77.5%. The test has a normative database. TOVA data included scores for inattention (errors of missing significant stimuli), impulsivity (number of false alarms), reaction time, and reaction time standard deviation. The data were compared before and after the course of treatment using Fisher’s nonparametric sign test.

At the next stage of the study, 30 patients from the study group (19 patients with ADHD-C and 11 adolescents with ADHD-H) received Noofen at a dose of 500 mg per day (250 mg 2 times a day – day and evening) for 45 days . Evaluation of the effectiveness of therapy in this group was carried out 15 days after the end of treatment (day 60 from the start of treatment).

The control group consisted of 30 practically healthy teenagers.

Results

In tab. Figure 1 shows the values ​​of the SNAP-IV scores in the study groups, indicating that the level of inattention in the study groups was approximately the same, while the level of hyperactivity and impulsivity in adolescents with ADHD-H was significantly higher. Parents especially often noted the following points on the scale: “begins to act without thinking”, “experiences difficulties in group games when it is necessary to wait for their turn”, “begins to answer questions without listening to them to the end”.

Table 1. Average clinical and psychological indicators in the studied groups of patients Note. * — р<0.05 — significance of differences in comparison with the control group; ** — р<0.01 — significance of differences in comparison with the control group; # — р<0.05 — significance of differences in comparison with ADHD-K; ## - p<0.01 - significance of differences in comparison with ADHD-K.

Compared with the control group, children with ADHD showed a significant increase in the average level of anxiety (both reactive and personal), while in adolescents with ADHD-H, these indicators were significantly higher than in patients with ADHD-C (see Table 1). Table 1).

The TOVA psychophysiological study showed that the majority of patients in the study groups had a marked increase in inattention scores compared to patients in the control group, with no significant differences found between the study groups. Attention is drawn to a significant increase in the number of false alarms (indicator of impulsivity) in all the subjects, however, in adolescents with ADHD-H, this indicator was significantly higher than in adolescents with ADHD-C (Table 2).

Table 2. Indicators of the TOVA test in the study groups of patients Note. * — р<0.05 — significance of differences in comparison with the control group; ** — р<0.01 — significance of differences in comparison with the control group; # — р<0.05 — significance of differences in comparison with ADHD-K.

After treatment, improvement was noted in 19 (63.3%) adolescents. Among them were 12 teenagers with ADHD-C and 7 teenagers with ADHD-H. Positive dynamics was not observed in 11 (36.7%) patients.

According to parents, after therapy, children became more diligent during school and homework, were less distracted during lessons, and completed tasks faster. Assessment of the condition using the SNAP-IV scale showed that the treatment led to a significant decrease in inattention and a pronounced, but not significant, decrease in impulsivity and hyperactivity (Table 3).

Table 3. Mean clinical parameters and results of the Spielberger-Khanin test before and after treatment, n=30 Note. * — р<0.05 — significance of differences in comparison with the index before treatment.

Re-examination of patients according to the Spielberger-Khanin test after treatment with Noofen showed a significant decrease in reactive anxiety, while personal anxiety did not change (see Table 3).

A repeat study after Noofen treatment using the TOVA test revealed a statistically significant decrease in inattention, false alarms (impulsivity), and response time (Table 4).

Table 4. TOVA scores before and after treatment, n=30 Note. * — р<0.05 — significance of differences in comparison with the index before treatment; ** - p<0.01 - significance of differences compared with the index before treatment.

Tolerability of therapy can be described as good. Side effects in the form of transient daytime sleepiness were observed in 2 (6. 7%) adolescents, in 1 case parents noted an increase in motor activity. These undesirable symptoms appeared at the beginning of treatment and disappeared during treatment after 2 weeks, without leading to interruption of therapy.

Discussion

Impairment of the system of emotional and motor control in patients with ADHD should be considered as one of the manifestations of executive dysfunction [14]. M. Lezak et al. [15] identified four main components of executive functions: the ability to form a goal, planning, purposeful actions and effective execution [15]. According to the model of K. Cicerone et al. [16], four areas are distinguished as part of control functions: 1) control cognitive functions associated with control and planning, purposefulness of activity; 2) the functions of behavioral self-regulation associated with emotional reinforcement; 3) functions regulating activation, i.e., providing initiative and activation of behavior; 4) metacognitive processes.

T. Robbins et al. [17], A. Aron et al. [18] showed the essential role of the prefrontal cortex in the process of controlling impulsivity. P. Petrovic and F. Castellanos [19] distinguish between “cold” (not associated with emotions) and “hot” (associated with emotions) performing functions. According to R. Barkley [20], performance dysfunction is noted in the combined type of ADHD (ADHD-C) and does not occur in ADHD-N.

Our study showed the presence of impulsivity in both ADHD-C and ADHD-H. In the latter, impulsivity is especially pronounced. Its degree is significantly higher, both according to clinical and psychophysiological studies. It should be noted that impulsivity in adolescents with ADHD is combined with an increased level of anxiety.

The high therapeutic efficacy of Noofen in ADHD has been established. After treatment, there is a marked decrease in impulsivity, hyperactivity and anxiety. These changes can be explained by the tranquilizing effect of Noofen, associated with its ability to enhance the controlling function of cortical structures over subcortical ones, including limbic ones, due to the pathogenetic effect: improvement of GABAergic neurotransmitter transmission [21]. The decrease in inattention can be explained by the nootropic effect of Noofen. Noofen (as a derivative of phenylethylamine) has dopamine-positive properties that enhance its anti-asthenic effect. An important feature of the drug is the rarity of side effects.

In conclusion, we emphasize that the treatment of children with ADHD is of great social importance, as it is a means of preventing addictive disorders.

No conflict of interest.

90,000 symptoms and principles of behavior correction.

ADHD in adolescents: symptoms and principles of behavior modification.

Gimranov Rinat Fazylzhanovich
Neurologist, neurophysiologist, experience – 33 years;
Professor of Neurology, MD;
Clinic for Rehabilitation Neurology. About the author

Publication date: August 9, 2019

Updated: March 24, 2023

ADHD is one of the most common behavioral disorders in children. In the world, they suffer from 8 to 10%. It is widely believed that this is an exclusively childhood disease, supposedly by the age of 12-13 the child outgrows it. However, it is not.

The hormonal explosion that occurs during adolescence, due to iodine deficiency, exacerbates the main symptoms of ADHD: anxiety, difficulty concentrating. In this case, the disease shows new signs, unnoticed before.

Article content:

• 1 Signs of ADHD in adolescents
  • 1.1 Causes of ADHD in adolescents
    • 1.1.1 Treatment of ADHD in adolescents
• 2 References

Signs of ADHD in adolescents

In adolescents, two types of ADHD are conditionally distinguished depending on the symptoms: attention deficit disorder and hyperactivity disorder, each with its own symptoms.

At the same time, the signs of each species appear in large numbers.

You cannot make a diagnosis based on just one or two symptoms. Doctors believe that it is necessary to identify at least 6 signs in order to say that the child is not healthy.

Signs of hyperactivity in a teenager:

• Forgetfulness.
• Absentmindedness. Because of this, such children often lose important little things: keys, glasses, change of shoes or things at school, phones.
• Easily distracted from an important task.
• Inattention to detail, negligence, due to which many errors are made.
• Difficulty concentrating on the conditions of the game or task, especially teamwork.
• They don’t finish what they started.
• Constantly changing hobbies. However, there are no significant achievements in any of them.
• Disorganization.

• Constant delays.
• Try to avoid difficult tasks that require prolonged concentration. They do not like to perform large creative tasks, make graphs and tables.

Avoid any activity that requires concentration and thought. Because they do not possess such skills, it is difficult to master them.

This diagnosis can be made if the child has at least 6 signs from the following list:

• Constant movements of the arms and legs, even in moments of relative rest (for example, jerking his leg during a lesson or doing homework).
• Restlessness, desire to jump up and change location at the wrong moment.
• It is difficult to do work that requires perseverance. This applies to both intellectual labor and physical labor.
• Excessive talkativeness. It is difficult for a teenager to remain silent even in an inappropriate situation for conversations.
• The habit of speaking without listening to the interlocutor. For example, answering a teacher’s question without listening to it to the end.
• Often interrupts interlocutors. Does not listen and does not remember the information addressed to him.
• Intervenes in other people’s conversations and games.
• Impulsiveness turning into resentment and even aggressiveness.

These symptoms significantly complicate the life of a teenager, prevent him from integrating into society, from achieving success in business and studies.

The intelligence of sick children is usually average or above average. But they study poorly and constantly conflict with classmates. It is much more difficult for them to do what is considered simple for their peers, they have to constantly control their actions in order to build relationships with other people.

Depression is often the result of hyperactivity in adolescence.

Causes of ADHD in adolescents

The cause of ADHD in children and adolescents is changes in the volume of certain parts of the brain. The basal ganglia and prefrontal cortex in such children occupy a smaller volume than in the average. This anomaly is manifested due to:

• Genetic predisposition. Changes in the structure of the brain are inherited from close relatives.
• Maternal lifestyle during pregnancy. If a woman drinks alcoholic beverages, smokes, is often nervous and eats improperly while carrying a fetus, then the chance of having a child with ADHD increases dramatically.

Injuries at birth or in early childhood, suffered during the first months of infection, also affect the development of the structure of the brain later.

In addition, children with such changes often have concomitant problems that prevent them from leading a normal life:

• Poor learning abilities with a fairly high level of intelligence. Often accompanied by increased anxiety and hysteria.

• Poor ability to study with a sufficiently high level of intelligence.
• A third of children have an oppositional defiant or conduct disorder.
• Every fifth person is diagnosed with some other serious disorder of the nervous system or psyche. Most often it is depression or bipolar disorder.

Poor learning ability with a sufficiently high level of intelligence.

Treating Adolescents with ADHD

Many people leave ADHD untreated, hoping that with age the child will outgrow the symptoms and become “normal”.

If a teenager has symptoms of ADHD, the doctor will decide how to treat the problem, what methods of correction to use.

Most doctors consider an integrated approach that combines medication, psychological and educational-correctional measures to be effective.

• Drugs, stimulants and non-stimulants that activate the brain, help to better control impulses, improve attention and memory. Finding the perfect drug is difficult. They are prescribed depending on the age, gender, weight, characteristics of the hormonal background of a person. Many have a prolonged action, they are allowed to be taken less frequently, which facilitates therapy. Do not trust a teenager to take medication himself, because due to the nature of the disease, he will forget to do it on time.
• Diet enhances attention and also reduces nervousness. Design your diet to include more protein-rich, complex carbohydrates, and healthy fat foods. Eliminate harmful products, artificial and chemical origin.

Psychotherapy is the most useful part of the treatment, as a good psychotherapist will help the child understand what is happening to him, understand the characteristics of his body, teach him to live with them.

• Monitor the child’s life, make a schedule with a list of things to do and allotted time for each day. Learn to live according to the schedule, do not put things off until later.
• Complementary sports activities will help you find peace and get rid of excess energy.

A teenager with ADHD is not to blame for the peculiarities of his character and behavior, but he must understand that they differ from the norm and try to control himself, work on himself. Only in this way will it be possible to overcome problems, integrate into society, and avoid problems in adulthood.