ADHD and Development

In America, over sixty-four million children are diagnosed with attention deficit hyperactivity disorder, better known as ADHD. This neurodevelopmental disorder is characterized by symptoms that involve trouble concentrating, paying attention, staying organized, and remembering details. Some specific examples include daydreaming, forgetfulness, frequently misplacing items, fidgeting, talking excessively, making careless mistakes, struggling to resist temptation, having difficulty taking turns, and occasionally struggling to get along with others (Holland, Riley, & Krucik, 2017). Among those diagnosed, most are between the ages of 4 to 17, with the average age of diagnosis at 7.

This is because most children exhibit symptoms between the ages of three to six. Males are almost three times as likely to be diagnosed with ADHD as females. Demographics can also significantly influence those affected. Children living twice below the poverty level have nearly double the probability of being diagnosed, and those from English-speaking homes are four times more likely to have ADHD (Holland, Riley, & Krucik, 2017).

There are many theories regarding the causes of ADHD, as researchers continuously strive to identify the root causes and improve the management of ADHD treatment. The most probable cause is genetic, but other factors include brain injuries, environmental exposures, substance abuse during pregnancy, premature birth, and low birth weight. These causes contrast with society's misconceptions that ADHD results from excessive sugar consumption or television watching (Anonymous, 2018). ADHD diagnoses have been increasing dramatically in recent years, affecting more children and leading to greater concern in the classroom. The purpose of this paper is to explore the role of parental genetics, intelligence, language, socio-ecological factors, and emotional development among children with ADHD.

Parents/Genetics

The genetic basis of ADHD has shown that a child's genes may have a significant impact on the development of this neurodevelopmental disorder. Research by Elia and Devoto (2007) utilized genome-wide linkage studies across various ADHD families, confirming the connection between genes and ADHD. Despite the association, the risk is minimal, suggesting that while genetics play a role, they are not the sole factor.

Nikolas and Burt (2010) conducted a meta-analysis of phenotypes related to ADHD by examining seventy-nine twin and adoption studies. They identified a model featuring the core dimensions of inattention (INATT) and hyperactivity (HYP), fundamental to the Diagnostic and Statistical Manual of Mental Disorders. Their research indicated that inattention has a more substantial genetic effect than hyperactivity.

Intelligence

ADHD impacts children of all intelligence levels. Costa et al. (2014) explored fluid intelligence and behavioral issues in ADHD to understand its effects on academic performance. Their study revealed that inattention significantly mediates the relationship between intelligence and academic performance, highlighting the need for early identification to prevent low academic achievement.

Rommel et al. (2015) examined the relationship between ADHD and IQ scores, finding that ADHD symptoms over time might increase the risk of decreased IQ in adolescents. This research supports interventions to mitigate the potential decline in IQ scores.

Language

Children with ADHD are more likely to experience academic challenges and language problems than their typically developing peers. Sciberras et al. (2014), after researching ADHD children in Melbourne, Australia, found that 40% of children in the ADHD group had language problems. These problems are prominent in children with ADHD and significantly affect their academic performance.

Korrel et al. (2017) conducted a review of studies linking ADHD and language, concluding that children with ADHD have a higher risk of expressive, receptive, and pragmatic language problems. Language difficulties often lead to academic setbacks, emphasizing the importance of addressing these issues in educational settings.

Socio-ecological

ADHD can impair daily functioning, particularly in school settings. Nguyen et al. (2018) investigated the role of school engagement and environmental factors in ADHD. They found that increased school engagement reduces the risk of ADHD diagnosis, while family and community environments play a crucial role in a child's academic success.

Russell et al. (2015) examined the impact of socioeconomic status (SES) and home environment on children with ADHD. They concluded that financial difficulties are strong predictors of ADHD, indicating that family stressors can intensify ADHD symptoms, particularly hyperactivity.

Emotional Functioning/Peer Relations

Thorrell et al. (2017) studied the relationship between ADHD symptoms and emotional functioning, focusing on peer relations. They found that children with higher ADHD levels, combined with emotional dysregulation, received negative peer nominations. This highlights the need for further studies to clarify the emotional functioning of children with ADHD.

Diamantopoulou et al. (2005) examined ADHD symptoms and peer relations among 12-year-olds, finding that ADHD symptoms negatively impact peer relations, particularly in girls. However, they noted that children with ADHD did not experience more loneliness, challenging common assumptions.

Application

The findings from related literature highlight the multifaceted nature of ADHD and the various ways educators can support affected children. Recommendations for educators include providing appropriate language assessments, implementing academic interventions, and enhancing school engagement to mitigate ADHD symptoms and improve academic performance.

Conclusion

This review explored five developmental concepts of ADHD and their application in the classroom. By implementing these recommendations, educators can enhance academic performance, language skills, and student engagement for children with ADHD. It is crucial for educators to recognize the complexity of ADHD and tailor their approaches to meet the needs of each student, fostering a supportive and inclusive learning environment.

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