Attention-Deficit Hyperactivity Disorder (ADHD)

ADHD is now a household term; recently we have noticed people laughing at their own behavior and calling themselves ADHD – people who have never been professionally diagnosed. In reality, a diagnosis of ADHD is not a funny thing, it’s not a trivial matter, it’s not determined without great care and ample clinical evidence. It is the most common reason our office is called. Typically, a teacher complains to the parents that the student will not listen, will not sit still, or causes trouble in class. It is suspected that the reason for this behavior is Attention-Deficit/Hyperactivity Disorder (ADHD), although other explanations must be ruled out. The person with ADHD may believe they are “lazy, crazy, and stupid,” but that is far from true. Students with ADHD may be hyper-focused on one of their interests, for example, anime or music, yet in almost every other area appear inept. This frustrates parents and teachers. It is emotionally taxing for the child.

There are three types of ADHD. The treatment of each can be multifaceted and will vary from child to child. A comprehensive evaluation is essential, particularly since ADHD may also present with a secondary psychiatric condition such as conduct disorder, anxiety disorder, depressive disorder, bipolar disorder, or a learning disability.

In most cases, Dr. Rauch has found that even though a student with ADHD wants to perform well in school, impulsivity and distractions get in the way. It is obvious to friends, family, and classmates that something is off, but it’s hard to express what it is. Parents may be exhausted and feel their child is out of control. The child himself suffers internally and finds friendships difficult to maintain. ADHD occurs in 3 to 5 percent of school-age children. It usually starts in childhood and may continue for the entire lifespan. It is a chronic medical condition that often runs in families.

Research has shown that medication clearly helps to improve attention, focus, organizational abilities, and the ability to complete tasks. Medication selection, dosage, monitoring for side effects, and compliance are all part of the long-term management of ADHD. Dr. Rauch in many cases also recommends cognitive-behavioral therapy, social skills training, parent education, and educational modifications at school. As the child matures, new life challenges and responsibilities can be handled better with a solid foundational plan. Dr. Rauch has treated scores of children, adolescents, college-age, and adult patients using these tools, which help them lead satisfying, productive, and successful lives.