This case study involves a 13-year-old boy named George* who was referred for an assessment due to concerns about his behavior and academic progress. His parents reported that George had difficulty paying attention, sitting still, and following directions, which led to problems at school. They also noted that he struggled with social interactions and communication and often exhibited repetitive or restrictive behaviors. In addition, George frequently displayed angry and irritable moods at home, as well as argumentative or defiant behavior. He spent a lot of time playing video games, and his parents were concerned that this behavior was interfering with his daily activities.
A comprehensive assessment was conducted, which included several standardized assessment tools. The Autism Diagnostic Observation Schedule (ADOS), Autism Diagnostic Interview-Revised (ADI-R), Conners’ Rating Scales, and the Wechsler Intelligence Scale for Children (WISC) were used to evaluate George’s condition. The results of these assessments indicated that George met the criteria for a diagnosis of Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, and specific learning disabilities. Additionally, screening measures for gaming disorder identified problematic gaming behavior, which further complicated his presentation.
Overview
Numerous research studies have investigated Attention Deficit Hyperactivity Disorder (ADHD) and its underlying factors in DSM-V (Swanson et al., 2009). However, despite the abundance of research, ADHD is still not commonly recognized or comprehended by the general public, mainly due to the numerous controversies, discriminations and misunderstandings surrounding the disorder (Mueller et al., 2012). As a result, ADHD remains a contentious subject in mental health of children and adolescents.
Attention Deficit Hyperactivity Disorder (ADHD) is a widely-recognized psychiatric condition in children and adolescents, with a strong hereditary, neurological, and biochemical basis (Drechsler et al., 2020) It is identified by signs of inattentiveness and/or impulsiveness and hyperactivity, which can have a major effect on the person’s behavior and performance in school and at home (Purper-Ouakil, 2011). ADHD symptoms persist into adulthood in a majority of patients (Sibley et al.,2017) and are associated with functional impairment and increased risk of depression, substance abuse, and antisocial behavior (Biederman, 2021). Up to 78% of children with ADHD continue to experience symptoms of the disorder well into adulthood (Caye et al.,2016, Mc Lennan et al., 2016). Moreover, recent studies have indicated that ADHD is associated with a decreased life expectancy (Franke et al., 2018). Overall, ADHD has a significant impact on the quality of life of children, parents, and siblings, generates substantial economic costs and has enduring effects on families and society (Sciberras et al, 2020).
Children with ADHD usually have problems with their academic functioning, which can put them at a disadvantage when starting school. Compared to their peers who do not have ADHD, they are more likely to struggle with basic math and pre-reading skills during their first year of school. This disadvantage can even be observed in preschool children with ADHD, according to research conducted by DuPaul et al. (2001) In addition, the disruptive behavior often exhibited by children with ADHD can lead to negative reactions from parents, teachers, and peers. These negative patterns of social interaction are not limited to interactions with parents, but have also been observed in interactions with teachers and peers.
As a result, individuals with ADHD are often subject to correction, punishment, reprimand and criticism by teachers compared to their peers. They are also more likely to be suspended or expelled from school if they have co-occurring ADHD/ADHD. In addition to these academic challenges, children with ADHD may also struggle with social relationships. They are generally less well-liked than their peers, have fewer friends and are often rejected, especially if there are co-occurring behavioral problems.
This chapter presents a summary of ADHD in children with regards to diagnosis, neuropsychology, co-occurring conditions, and treatment, culminating in a comprehensive review. It highlights interventions for individuals with Attention Deficit Hyperactivity Disorder (ADHD) and includes a case study vignette to provide a practical illustration of these interventions. The interventions discussed cover a range of areas, including pharmacological, behavioral, and educational approaches, and aim to improve the functioning and quality of life of individuals with ADHD. The case study vignette presents a real-life example of how these interventions can be tailored to meet the unique needs of an individual with ADHD.