With all the media publicity that attention deficit
disorders have received in recent years, many people in Foxboro and elsewhere may
wonder about the difference between Attention Deficit Disorder, ADD, and Attention
Deficit Hyperactivity Disorder, ADHD—especially parents who are concerned that
their child may have one of these disorders. Although ADD is still used
colloquially, it is technically not a diagnostic term used by clinicians. Only ADHD
is technically a diagnostic term, and it is divided into three subtypes: ADHD-
Predominantly Inattentive, ADHD- Predominantly Hyperactive-Impulsive, and ADHD-
Combined Type. The designation ADD could perhaps best be applied to people with
the Predominantly Inattentive subtype of ADHD, who often lack the hyperactive
component commonly associated with the disorder.
Do Doctors Even Use
The Term ADD?
Attention Deficit Disorder, ADD, is an older term that is sometimes
still used by doctors, although not as a formal diagnosis. The terminology was
officially changed in 1994 with the release of the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, DSM-IV.
Currently the formal designation for an attention deficit disorder without
hyperactivity is ADHD-PI instead of ADD. Presumably, this convention reflects
the fact that ADD and ADHD are subtypes of the same disorder rather than two
distinct disorders.
ADHD- Predominantly
Inattentive Type: “ADHD” Without the “H”
When most people think of ADHD, they picture that
hyperactive, bouncing-off-the-walls child who can’t sit still long enough to
pay attention in the classroom. However, not all people with ADHD are
hyperactive. People in Foxboro, and throughout the nation, with ADHD-PI, the
closest formal designation to what is usually meant by ADD, are often quite
opposite. They tend to feel tired or lethargic much of the time, and may feel
mentally sluggish or slow.
People with ADHD-PI do exhibit the inattentive
symptoms of ADHD, including:
·
Failure to pay close attention to details
·
Tendency to make careless mistakes
·
Difficulty following instructions and keeping
track of assignments
·
Difficulty concentrating on planning and
executing tasks
·
Difficulty concentrating on conversations with
others
·
A tendency to daydream when it is not
appropriate to do so
·
Tendency to misplace objects
·
Inability to “multitask”
·
General forgetfulness
·
Difficulty remembering relevant information
Because children with non-hyperactive ADHD-PI do not tend to
be as disruptive in the classroom environment as ADHD children, their
difficulties are more likely to be overlooked. Like ADHD, ADHD-PI can severely
impact academic performance, work performance, and self-esteem. People with
lifelong ADHD-PI often fear structured or planned work activities due to their difficulty
concentrating. Because their problems in school are often not recognized as an
attention deficit disorder, they are often chastised because their behaviors are
misattributed to laziness, carelessness, lack of effort, or lack of
proficiency. As a result, they often develop a low self-concept and may
underestimate their own capabilities, leading to academic and occupational
underachievement relative to their actual intelligence and capabilities. They
may also become more prone to depression or other mood disorders. For this
reason, it is important that teachers and parents in Foxboro and elsewhere
recognize the existence of ADHD without hyperactivity. Like ADHD, ADHD-PI
responds well to stimulant medications and to neurofeedback therapy, a
scientifically proven approach now available in Foxboro that does not produce
any unwanted side effects.
