Comment: On the pains of growing up
Nikos Myttas
pp 3-3
It is at this time of year that young people are sitting exams, fretting at the thought that they may fail, or not do as well as they would have liked, thus letting down their parents, their teachers and themselves – because, after all, who do they go to school for? Many will have struggled to overcome hidden disabilities, from coordination problems to specific learning difficulties and language impairment.
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Technology to assist with transition from primary to secondary school in ADHD
Amanda Kirby
pp 4-6
Many children move smoothly through the transition from primary to secondary school. After a few weeks, they know their way around their new school and feel confident – despite, perhaps, feeling nervous about the change. They arrive reasonably equipped with the skills to cope with the more dynamic and demanding environment of secondary school, and will have a level of literacy, numeracy and writing skills that will allow them to access the curriculum.
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Cognitive assessments explained
Nigel Humphrey
pp 7-9
Intelligence quotient tests, or cognitive assessments, are the subject of much debate on a broader scale in terms of their usefulness, cultural and ethnic sensitivity and validity. I will not attempt to engage in this debate, as the objective of this article is merely to try and present, in simple terms, what the various scores and results emanating from a cognitive assessment report mean.
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Specific language impairments in ADHD
Philippa Greathead
pp 10-13
Children with attention deficit hyperactivity disorder (ADHD) are at increased risk of learning disabilities and frequently have developmental specific language impairments. Various studies have shown that 40–80% of children with learning disabilities have an SLI, and 25–40% of children with ADHD have learning disabilities. Barkley suggests that language, reading and motor problems are integral to ADHD. All of these skills are dependent on behavioural inhibition – a fundamental deficit in ADHD.
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Involving patients in developing integrated care pathways for ADHD
Susan Yarney
pp 14-17
Attention deficit hyperactivity disorder (ADHD) is a heterogeneous behavioural syndrome characterised by symptoms of inattention, impulsivity and hyperactivity. ADHD is one of the most common medical conditions underlying behavioural difficulties and underachievement in education and employment in children, young people and adults. In the UK and worldwide, children and young people with ADHD place a significant burden on health, social and educational services.
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Review of differential diagnosis in adults
Josep Antoni Ramos-Quiroga, Laura Prats Torres, Jesús Pérez-Pazos and Pablo José Chalita Pérez Tagle
pp 18-22
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by inattention, hyperactivity and impulsivity – symptoms that arise during childhood and frequently persist across development, resulting in impairment in multiple domains of adaptive functioning. Epidemiological studies estimate the prevalence in children to be 3–10%.
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ADDISS
pp 23-23
ADDISS (Attention Deficit Disorder Information and Support Services) was established in the late 1990s by Andrea Bilbow in response to the clear gap in the understanding and social acceptance of what is now more commonly understood as attention deficit hyperactivity disorder.
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