Attention-Deficit Hyperactivity Disorder (ADHD) and being active (high energy) are two different issues, but they have same similar phenomena. Because of this, many people get confused about them. In this article we would like to provide a detailed clarification to help people understand them and distinguish between the two.
In general, ADHD is a neurodevelopmental syndrome characterized by a persistent pattern of inattention, hyperactivity, and impulsivity. According to clinical standards, there are three primary symptoms of ADHD: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation.
In this article, we will focus specifically on symptoms of the hyperactivity. Regarding hyperactivity and impulsivity: to be diagnosed, the symptoms are required to be existed and persisted for at least six months. These symptoms must be inconsistent with the individual's developmental level and have a direct, adverse impact on social and academic or occupational activities.
According to the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition)(American Psychiatric Association, 2013, tr. 60-61), the diagnostic criteria for hyperactive-impulsive include:
A. A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized below:
a. Often fidgets with or taps hands or feet or squirms in seat.
b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place).
c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly.
e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g., while waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing).
B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.
C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities).
D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.
E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder.
About being active (having high energy), in APA terminology, being active (having high energy) is categorized under several specific psychological constructs, depending on whether the focus is on physical behavior, mental state, or emotional drive.
The key clinical distinctions are summarized in the comparison table below:
|
Features
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Being Active (Normal)
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Hyperactive (ADHD - Pathological
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Context
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Only naughty in familiar, comfortable places.
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Naughty everywhere, even quiet places
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Sleep
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Falls asleep easily after getting tired from play.
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Often has trouble sleeping, restless despite being tired
|
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Focus
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Focuses well on favorite activities
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Hard to focus for long even on favorite tasks.
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Danger
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Knows to stop when sensing danger
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Less aware of danger, acts recklessly
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Communication
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Knows how to wait for their turn, listens to others.
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Frequently interrupts, hastily, lacks patience.
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Based on the symptoms of ADHD, if a child has those symptoms lasting for more than 6 months, appearing in multiple environments (both at home and at school), and seriously affecting academic results or social relationships, you should take the child to see a child psychologist or neurologist for an accurate diagnosis.
References:
1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). [DSM-5]. Washington, DC
2. American Psychological Association (APA) Dictionary of Psychology
3. Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). Guilford Publications
4. National Institute of Mental Health (NIMH). Attention-Deficit/Hyperactivity Disorder
5. Centers for Disease Control and Prevention (CDC). Symptoms and Diagnosis of ADHD.
Written by DuyenVT