ADHD

(Attention Deficit Hyperactivity Disorder)

Dyan Asthira Pitaloka 1006742812

Gita Nurpatria 1006742371
ADHD – Attention Deficit/Hyperactivity diorder
•ADHD adalah sebuah gangguan perilaku

dengan gejala-gejala inattentive, hiperaktif

dan impulsif
•Dapat diidentifikasi dengan melakukan

pengamatan pola karakteristik tingkah laku

pada anak
•Anak ADHD sangatlah aktif, tapi tidak

sama dengan anak yang memiliki banyak

energi, pencapaian prestasi anak ADHD
sangatlah kecil
Fidgety Phil by Heinrich Hoffmann (1845)
“Let me see if Philip can
Be a little gentleman
Let me see, if he is able
To sit still for once at table:
Thus Papa bade Phil behave;
And Mamma look'd very grave.
But fidgety Phil,
He won't sit still;
He wriggles
and giggles,
And then, I declare
Swings backwards and forwards
And titlts up his chair,
Just like any rocking horse; -
"Philip! I am getting cross
John, age 7 years old

Walked at 10 months
Constant motions, impulsive &
never listens
Has no routines & seldom sleeps
Never finishes anything; except playing video game
Does complete homework, but forget to put it in his bag or
to hand it in
Has difficulty waiting his turn & following the rules
His friends: “he’s weird!”
Core Characteristics
1. Inattentive;  Having a great difficulty on
focusing
2. Hyperactivity;  Extremely active, intense, not-
goal directed
3. Impulsive;
Cognitive impulsivity  disorganization,
hurried thinking, need for supervision
Behavior impulsivity  acting without
considering the consequences
SUBTYPES OF ADHD
based on primary symptoms (DSM IV)

Predominantly inattentive type (ADHD-PI) 

primarily have symptoms of inattention

Predominantly hyperactivity-impulsive type

(ADHD-HI)  primarily have symptoms of
hyperactivity-impulsivity

Combined type (ADHD-C)  have symptoms of

both inattention and hyperactivity-impulsivity
DSM CRITERIA to diagnose ADHD using
DSM the behaviors must:

Appear before age 7

Occur more often and greater than other children
of the same age and sex
Continue for more than 6 months
Occur across several settings (home and school)
Produce significant impairments in child’s social
or academic perfomance
ADHD – main features of DSM-IV diagnostic criteria
No Inattention Hyperactivity Impulsitivity
1 Fails to give close Often fidgets with Often has difficulty
attention to details hands or feet awaiting turn
2 Has difficulty in Often leaves seat in Often interrupts or
sustaining attention in classroom intrudes on others
tasks/play activities
3 Doesn’t seem to listen Often runs or climbs Often blurts out
when spoken to directly excessively in situation answers before
in which it is questions have been
inappropriate completed
4 Doesn’t follow through Has difficulty playing
on instructions quietly
5 Has difficulty organizing Often “on the go” &
tasks & activities acts as if “driven by a
motor”
ADHD – main features of DSM-IV diagnostic criteria
No Inattention Hyperactivity Impulsitivity

6 Avoids, dislikes & reluctant to Often talks

engage in tasks excessively

7 Loses things

8 Easily distract by extraneous

stimuli

9 Forgetful in daily activities

* 6 or more following symptoms of

inattention, hyperactivity and impulsivity
have persisted for at least 6 months
Type of attention
1. Attentional capacity: Jumlah informasi yang dapat kita
ingat dan simpan dalam waktu yang pendek
2. Selective attention: Kemampuan untuk konsentrasi pada
suatu hal dan tidak terganggu dengan suara ribut di
lingkungan sekitar
3. Distractibility : Istilah yang digunakan ketika seseorang
mengalami masalah pada selective attention
4. Sustained attention or vigilance : kemampuan untuk tetap
fokus pada suatu kegiatan
5. Alerting : kemampuan untuk waspada terhadap sesuatu
yang mungkin/akan terjadi
 Associated
characteristic
1. Cognitive deficits
Executive functions  cognitive, language, motor, &
emotional processes.
Intellectual deficits  normal intelligence, sometimes
even bright. The difficulty is NOT in a lack of intelligence
but in applying their intelligence to everyday life
situations.
Impaired Academic Functioning  difficulties at school,
lower productivity, grades, & scores on achievement test.
Learning disorder  troubled with language or certain
academic skills, typically reading, spelling, & math.
Distorted self-perception  low self-esteem
 Next characterictic…..
2.Speech and Language Impairments  excessive
& loud speech, frequent shift & interruptions in
communication, inability to listen, inappropriate
conversation.

3. Medical and Physical Concerns  health-

related problems, accident prone, & risk taking

4. Social Problems don’t listen,

often hostile, argumentative,
unpredictable, & explosive.
PSYCHOLOGICAL DISORDER
80% of children with ADHD show symptoms of psychological
disorder

CONDUCT DISORDER ( 30-50%)  stubborn, short-tempered,

argumentative, defiant

ANXIETY DISORDER (25%)  excessive anxiety, tense or

uneasy, constantly seek reassurance that they are safe and protected.

MOOD DISORDER (20-30%)  sad, hopeless, depressed, disrupts

sleep, low self-esteem, etc
PREVALENCE
ADHD occurs more frequently in boys than
girls

ADHD affects about 4-8% of all school age

children

ADHD affects more children in lower SES

groups
THEORIES and CAUSES
 Disturbance Failure to adequately suppress
GENETIC
in dopamine inappropriate responses
RISK
transmission
Cognitive deficits in
working memory, self-
Abnormalitie
directed speech, self
Prenatal s in frontal
regulation
alcohol or lobes & basal
tobacco, ganglia
Behavioral symptoms of
pregnancy
inattention, hyperactivity,
complications
impulsivity

Impairments in social & academic

development

Disruptions in parenting

Oppositional and conduct disorder

symptoms
 TREATMENTS
PRIMARY TREATMENTS :
1. Stimulant medication  managing symptoms of ADHD
at home or school.

2. Parent management training  managing disruptive child

behavior at home, reducing parent-child conflict,
promoting prosocial and self-regulating behaviors.

3. Educational intervention  managing disruptive

classroom behavior, improving academic performance,
teaching prosocial and self-regulating behavior
ADDITIONAL TREATMENTS :
1. Family counseling  coping with individual and family
stresses associated with ADHD, including mood
disturbance and marital strain.

2. Support groups  connecting adults with other parents

of children with ADHD, sharing information &
experiences about common concerns & providing
emotional supports.

3. Individual counseling  providing a supportive

relationship in which the youngster can discuss personal
concerns and feelings.
INTENSIVE TREATMENT :
Summer treatment programs  enhancing present
adjustment at home and future success at school by
combining many of the primary and additional
treatments in an intensive summer program
 No cure for ADHD, but
variety treatments can be
used to help children cope
with their symptoms & any
secondary problem that
may arise.
Thank you………