What Is the Difference Between ADD and ADHD?
You’ve probably heard the terms ADD and ADHD used interchangeably. To set the record straight, Attention-Deficit Disorder, or ADD, is the outdated term for what is now known as Attention-Deficit Hyperactivity Disorder, or ADHD. It was called ADD until 1987, after which the word “hyperactivity” was added to the name. The term ADHD is now used as an official diagnosis categorized as a neurodevelopmental disorder within the current Diagnostic and Statistical Manual of Mental Disorders (DSM-6). Diagnostic and Statistical Manual (DSM 5-tr)
If you want to learn more about ADHD, see below to explore the different presentations, common misconceptions, and ways to support your child if they've been diagnosed with ADHD.
The 3 The Types of ADHD
The DSM-5 categorizes ADHD into 3 types:
Combined presentation: If enough symptoms of both inattention and hyperactivity-impulsivity were present for the past 6 months.
Predominantly inattentive presentation: If enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past 6 months.
Predominantly hyperactive-impulsive presentation: If enough symptoms of hyperactivity-impulsivity but not inattention were present for the past 6 months.
What are inattention and hyperactivity-impulsivity?
I. Inattention refers to when a person has difficulty with or is unable to stay on task, sustain focus, or stay organized, not due to defiance or a lack of understanding or comprehension. Some examples are:
Difficulty paying attention to details or making careless mistakes in tasks, leading to inaccuracies.
Struggles to maintain focus during tasks or activities, such as lectures or conversations.
Appears to not listen when spoken to directly, with their mind often elsewhere.
Frequently starts tasks but fails to complete them, easily losing focus and getting sidetracked.
Has trouble organizing tasks, managing sequential activities, and keeping belongings in order.
Avoids or dislikes tasks requiring sustained mental effort, such as schoolwork or preparing reports.
Often misplaces items necessary for tasks or activities, such as school materials or keys.
Easily distracted by unrelated stimuli, making it challenging to stay focused.
Frequently forgetful in daily activities, such as chores or errands.
These symptoms must have persisted for at least 6 months and must be inconsistent with the child’s developmental level. It must also have a direct negative impact on their social and academic performance. For older adolescents and adults (aged 17 and up), a minimum of 5 symptoms are required.
II. For hyperactivity-impulsivity to be considered as part of the diagnosis, a child below 17 years old must have a minimum of 6 of the symptoms listed in the DSM-5 under this presentation.
- Frequently fidgets with hands or feet, taps or squirms in their seat.
- Often leaves their seat in situations where staying seated is expected, such as in a classroom or workplace.
Tends to run about or climb in inappropriate situations, particularly noticeable in adolescents or adults as restlessness.
Unable to engage in leisure activities quietly.
Often appears restless or constantly moving, finding it difficult to remain still for extended periods.
Talks excessively.
Frequently blurts out answers or interrupts others before they finish speaking.
Struggles with waiting their turn, such as in line.
Often interrupts or intrudes on others' conversations or activities without permission.
While this classification system may have been useful for clinical diagnosis and treatment planning, it does not fully capture the nuanced presentations of ADHD.
ADHD is not a uniform disorder but rather exists along a spectrum, with individuals experiencing a wide range of symptoms and severity levels. Symptoms may manifest differently in children, adolescents, and adults, and individuals may also experience changes in symptom severity over time. As a result, a more dynamic and comprehensive approach to understanding ADHD as a developmental spectrum is needed.
Common Misconceptions
Some may perceive individuals with ADHD as being “unmotivated” or unable to succeed academically or professionally. Others may believe that ADD is a less severe form of ADHD or dismiss its symptoms as simply being “scatterbrained” or “forgetful”. Instead of focusing on how we can support people diagnosed with ADHD, there is often a tendency to focus on deficits.
While it is important to acknowledge the challenges associated with ADHD, it's equally important to recognize the strengths such as the ability to hyperfocus. Hyperfocus allows individuals with ADHD to become deeply engrossed in a task that captures their interest or passion, they can exhibit extraordinary levels of creativity and productivity.
While the stigma surrounding this diagnosis persists, it should also be recognized that many individuals identified as gifted also experience ADHD. According to a study conducted in 2023, approximately 15% of individuals with a high IQ meet the criteria for ADHD. This highlights the complex interplay between intelligence and neurodevelopmental conditions and underscores the importance of understanding and supporting individuals with diverse cognitive profiles.
Conclusion
Has your child been diagnosed with ADHD? We’re here to help! Habit Coach provides valuable practical strategies to help you help your child navigate life with this diagnosis.
