Neurocognitive Features of Attention-Deficit/Hyperactivity Disorder (ADHD)

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Student No. 11722219

Analysis Of The Key Neurocognitive Features Of AttentionDeficit/Hyperactivity Disorder (ADHD).

Definition Attention-deficit/hyperactivity disorder (ADHD) is defined and characterised based upon a pattern of behaviour which is present in an individual in multiple different settings (American Psychiatric Association, 2013). ADHD is neurodevelopmental in character and as such the pattern of behaviour which is seen to indicate the presence of the disorder is relative to the age of individual in question (Sroubek et al., 2013). In order for the disorder to be diagnosed, there must be substantial behavioural problems of attention deficit and/or hyperactivity/impulsive action which are judged to be inappropriate for the age of the individual in question (Childress & Berry, 2012). Children must present with a minimum of six symptoms relating to attention deficit and/or hyperactivity/impulsivity criteria, whereas more developed adolescents and adults (individuals over the age of seventeen) must present with a minimum of five symptoms (American Psychiatric Association, 2013). This is a useful way of defining and characterising ADHD in that these behavioural symptoms can be easily identified by observation without the need for any specialised equipment; however there is a significant overlap of behavioural symptoms indicative of ADHD with behavioural symptoms indicative of other conditions (Lake & Dulcan, 2011), and this can lead to difficulty and confusion when it comes to diagnosis. For example, some of the other prevalent conditions which are characterised by many of the same symptoms as ADHD include bipolar disorder, anxiety disorder, dissociative disorder, and personality disorder (American Psychiatric Association, 2013).

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