The numbers keep going up.
Every year – an additional 3-5% of children between 7-17 are diagnosed with ADHD. The debate continues on whether these numbers accurately represent the number of children with real attention disorders, but many observers feel that there is at least some degree of mis-diagnosis.
What Are the Challenges in Diagnosing ADHD?
One of the difficulties with ADD/ADHD is that the main diagnostic criteria are based on behaviors, but these behaviors can also be the result of various other difficulties, including lack of structure or discipline, problems with auditory processing, emotional or social challenges – and more. Schools, teachers and parents overwhelmed with behavioral problems push on one end, and family doctors with little practical experience facing distraught parents supply the prescription on the other. Many are wondering whether the US isn’t facing a situation where many children are misdiagnosed while many others are not receiving the kind of help they actually need.
The other challenge with ADHD is that while those children who are high on the continuum are easily diagnosed, and their treatment course while not necessarily simple, is relatively straightforward. The challenge begins with children who are in the ‘grey areas’ – those levels of attention disorders that make things harder for those children, but aren’t 100% clear-cut.
What Should You Consider When Treating ADHD?
Experts in diagnosis and treatment of ADHD generally recommend for such children to start out with behavioral treatments. Greater structure at home, punishment and rewards that are clear and consistent, organization techniques etc. – all of these can help children with borderline difficulties.
An important boost to behavioral approaches is cognitive training which helps balance children’s brain activity and trains the brain to automatically generate higher levels of concentration and attention.
AttenGo’s unique neuro-cognitive programs have been proven to improve ADHD symptoms and to strengthen executive functions – those critical higher-level cognitive that are at the core of attention disorders, such as organizational skills, self-management, self-motivation and more.