Attention deficit hyperactivity disorder is a disorder of neurobiological origin that interferes with the behaviour and learning ability of the children who have it.<\/strong><\/p>\n\n\n\n Main symptoms:<\/strong><\/p>\n\n\n\n Attention deficit:<\/strong><\/p>\n\n\n\n INTERVENTION<\/strong><\/p>\n\n\n\n ADHD requires psycho-emotional, psychoeducational and pharmacological intervention<\/strong><\/p>\n\n\n\n Psycho-emotional intervention<\/em><\/strong>: to provide strategies that help children and adolescents develop their self-control, manage and control dysfunctional emotions and train social skills.<\/strong><\/p>\n\n\n\n
A definitive diagnosis can be made from the age of 6\/7. At earlier stages, although some warning signs typical of ADHD may already be observed, it must be borne in mind that some of these symptoms are considered normal in children's development.
ADHD may be associated with learning and\/or behavioural disorders.
That is why, in order to reach a diagnosis, a thorough psychological and psychoeducational assessment of the child is needed, together with all the relevant information from the family, academic and social environment.<\/p>\n\n\n\n
Impulsivity:<\/strong><\/p>\n\n\n\n
Motor hyperactivity:<\/strong><\/p>\n\n\n\n
When impulsive and hyperactive behaviour predominates, disruptive behaviour and aggressiveness are often observed both in the classroom and at home. At these times it is very important that both the family and the school seek professional help.
According to the type of symptoms, the \u201cDiagnostic and Statistical Manual of Mental Disorders (DSM-V)\u201d distinguishes 3 types of ADHD:
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