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The onset of ADHD is detected early in life and continues through to adulthood (Pfiffner, 1996). The characteristics and/or problems, in relation to the human development process, can be depicted by using educational benchmarks. For example: 1. Preschool Settings: Early detection of ADHD in nursery schools or Pre-K programs takes the form of high activity and the need for constant supervision and cueing. These youngsters often are the shovers, pushers, and grabbers. These youngsters are repeatedly reprimanded and parent intervention is requested. Many times behaviors affect school success. For some, this time can be their first experience of school failure. 2. Elementary School: For some children, ADHD is first discovered at this stage. Many times teachers become cognizant of the inability to follow classroom rules and school regulations. For some, homework completion and completing work tasks is a problem. Time management and organization are minimal. Relationships with peers are strained as can be the relationship with the teacher. Listening and following teacher directions is difficult. 3. Middle School and High School: The ADHD adolescent often struggles with self-concept, self-regulation, and responsibility. Relationships with teachers are strained by the inability to keep up and stay on task. Oftentimes assignments are not completed nor turned in for credit. A school schedule with multiple teachers is problematic. Lack of organizational skills compounds the problem invariably. Teeter (1998) maintains that when comparing normal age peers to the ADHD child, the ADHD child differs significantly by virtue of the primary symptoms of ADHD as well as by inattention, impulsivity, and restlessness. In addition, if the primary problems of ADHD are not addressed early on, secondary problems such as Oppositional Defiant Disorder (ODD) or Conduct Disorder (CD) may extend into adolescence and adulthood aggression. Another cause for concern is the possibility that these same adolescents may develop antisocial conduct problems, which manifested may lead to maladjustment later in life (Barkley, 1998). For the middle level adolescent, ADHD looks different than when diagnosed in early childhood. Teeter (1998) states that adolescent diagnosis becomes more clear-cut because differences between normal and abnormal behaviors (i.e., activity level and self-regulation) and are more easily discernable and less variable than in earlier stages. Secondly, the author maintains that characteristics of the disorder can be detrimental to the major development challenges in schooling and peer relationships. Thirdly, if the “primary problems associated with ADHD are not resolved, a number of secondary problems can emerge – aggression, low self-esteem, academic failure, depression, and/or social isolation or rejection” (Teeter, 1998 p. 111). 4. Adulthood: According to Barkley (1998), a two-thirds of adults diagnosed to have ADHD in childhood do well in their adulthood. Some look for careers and professions in which their symptoms are seen as assets (i.e., sales, entertainment, business ownership, etc). However, the author continues, one- third does not do so well. These individuals move from job to job, are often unemployed, or even wind up in jail. Several, the author maintains, can track their chronic inability to regulate behaviors and coping strategies back to their childhood. Pfiffner (1996) states that while ADHD is diverse and runs its course over the years, one thing is for certain, ADHD is not outgrown. The author suggests individuals match their environments to individual needs and strategically plan for adult incomes. She suggests individuals “not take a wait and see attitude” (p. 15).
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Developmental Challenges