AD/HD
Comorbidity
In addition to the primary problems described above it is not uncommon
for children with AD/HD to have a variety of other difficulties. These
associated problems that exist in conjunction with AD/HD are known as
‘co-morbid’ (Knivsberg, Reichelt, & Nodland, 1999; Barkley, 1992).
According to Myttas over 50% of AD/HD individuals will have one or more
of the following conditions:
Learning Disabilities
Children with AD/HD are more likely than children without AD/HD to be
affected in at least one type of learning difficulty such as reading,
spelling, written language (particularly, in getting ideas down on
paper), numeracy, short-term memory and organisational skills (Knivsberg,
Reichelt, & Nodland, 1999; Barkley, 1992).
Autism and Asperger Syndrome
The concept of the autistic ‘spectrum’ reflects that autism rarely
occurs in isolation. Asperger syndrome (high functioning autism) often
occurs in combination with other learning difficulties such as AD/HD
(Shields, 1999).
Tourette Syndrome
AD/HD is often associated with Tourette Syndrome. This is a condition
characterised by multiple tics (quick involuntary twitch like movements
involving groups of muscles that occur repeatedly). Some children with
AD/HD blink their eyes or nod repeatedly. Others have vocal tics which
take the form of coughing or throat clearing (Flick, 1998).
Speech & Language Development
There is no consistent evidence that shows there is a link between AD/HD
and delay in the onset of talking. However, there is evidence that
children with AD/HD tend to have difficulties with expressive language
(the ability to speak fluently and naturally) rather than receptive
language (the ability to absorb language). In expressive language some
ADHD children have difficulty in speaking in grammatically correct
language as well as the ability to think of and say a specific known
word (Alban-Metcalfe & Alban-Metcalfe, 2001).
Motor Difficulty
The child with AD/HD may seem clumsy in executing certain manual
functions, such as cutting with a scissor and finding the buttonhole and
then putting the button through. The reason is that he/she has
significant difficulty with fine motor skills. They can also have
difficulty with gross motor skills; motor co-ordination of the big
muscle groups that are used during sports such as catching or kicking a
ball. These supposedly ‘fun’ activities can be very difficult for an
AD/HD child (Flick, 1998).
Behaviour
Children with AD/HD are at a greater risk of developing other
behavioural disorders such as Oppositional Defiant Disorder and Conduct
Disorder. Oppositional Defiant Disorder expresses itself through open
defiance, typically to adult authorities and unusual levels of anger and
touchiness. Conduct Disorder involves highly aggressive acts of violence
such as physically hurting others or animals and breaking in houses (O’Regan,
2002; Barkley, 1992; Flick, 1998).
Social Clumsiness
AD/HD children often misjudge social situations and have difficulty
reading social cues. They can be loud and act silly in crowds. They tend
to be demanding and dominate their peers. They often become aggressive
without meaning to, making them unpopular with the people they associate
with (Myttas, 2004).
Emotions
AD/HD children often have low-self esteem, are moody and constantly
complaining that they are bored, yet will not initiate an activity.
AD/HD children are more likely to have an anxiety or neurotic disorder.
Some children with AD/HD have been reported to suffer from depression
characterised by mood swings lasting over weeks or months
(Alban-Metcalfe & Alban-Metcalfe, 2001).
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Last Updated 9/2/2006