Around one in 20 people has attention-deficit hyperactivity disorder (ADHD), making it one of the most common neurodevelopmental disorders in childhood that often persists into adulthood. Originally, the condition was referred to as attention-deficit disorder (ADD), but this terminology has since evolved. The first clinical description of children exhibiting symptoms of inattention, hyperactivity, and impulsivity dates back to 1902 when British paediatrician Professor George Still presented his observations. Over time, these characteristics made their way into the Diagnostic and Statistical Manual of Mental Disorders (DSM), initially referred to as “hyperkinetic reaction of childhood or adolescence”.
In the 1980s, the DSM introduced the term “attention deficit disorder” with two main types: ADD with hyperactivity (ADDH) and ADD without hyperactivity. However, the DSM-III-R in 1987 replaced ADD with ADHD and its three subtypes: predominantly inattentive, predominantly hyperactive-impulsive, and combined. The shift to ADHD was motivated by controversies surrounding the presence of hyperactivity within the condition, as well as debates regarding the similarities and differences in attention deficits across various subtypes.
The DSM-5 outlines the three main subtypes of ADHD: predominantly inattentive, predominantly hyperactive-impulsive, and combined. Each subtype presents unique challenges and symptoms. Individuals with predominantly inattentive ADHD struggle with concentration, forgetfulness, and following instructions. On the other hand, those with predominantly hyperactive-impulsive ADHD find it difficult to remain still, interrupt others frequently, and struggle with self-control. The combined subtype encompasses characteristics of both inattentive and hyperactive-impulsive ADHD.
In recent years, there has been a significant increase in ADHD diagnoses among both children and adults. While ADHD was traditionally more commonly diagnosed in boys, there is now a growing number of girls and women seeking diagnoses as well. However, some experts argue that the expanded definition of ADHD, particularly influenced by clinical practices in the United States, may not fully capture the unique challenges and outcomes faced by individuals with the condition in different cultural and political contexts.
Despite the name change from ADD to ADHD to reflect a better understanding of the condition, ADHD continues to significantly impact the educational, social, and personal lives of many individuals. Whether diagnosed as predominantly inattentive, predominantly hyperactive-impulsive, or combined subtype, ADHD poses challenges that can affect academic performance, social interactions, and overall quality of life. It is crucial to continue researching and raising awareness about ADHD to provide better support and interventions for those affected by this neurodevelopmental disorder.
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