Inattentive ADHD

[Anonymous]

Anonymous wrote:What kind of grades is she getting? Typically ADHD already would be evident.

OP here, she is getting mostly A’s then a couple of B’s and B - and then once C- as of right now

[Anonymous]

Basically any kid that gets some Bs and Cs, procrastinates, and is disorganized is going to get diagnosed. This used to be called an average teen. No one UMC can be average anymore- they now need a diagnosis and a stimulant so they can be “exceptional”

[Anonymous]

Anonymous wrote:Basically any kid that gets some Bs and Cs, procrastinates, and is disorganized is going to get diagnosed. This used to be called an average teen. No one UMC can be average anymore- they now need a diagnosis and a stimulant so they can be “exceptional”

Normally when grades are spread out by 2 levels educators will look for an explanation because it is not normal. A kid getting A's -C's probably has something that is causing the spread other then being an average teen.

Kids with B's and C's, pretty normal. Kids with A's and B's, pretty normal. kids with C's and D's, normal. Kids with A's - C's less normal. You talk to the kid and try and understand what is happening. A kid who is normally an A/B kid is not likely to have C's without an explanation. That could be that they don't like a particular teacher and need to be reminded that is not a good reason for not doing the work or studying. It could be a sign that things have picked up enough in school that they are now struggling to keep up. Where in the past their raw ability helped them maintain a reasonable grade spread, stepping into more demanding classes and a larger number of demanding classes in HS now is putting more pressure on them and their raw ability can no longer cover the executive functioning issues that they have. Or the increase in homework is overwhelming their abilities because of the load and depth.

The wider the gap, the more evidence there is that something else is happening. I was an A - D kid because of serious LDs and ADHD. My LDs greatly impacted math and science classes but I did well in English, well not grammar, and social studies classes. With supports and taking gen ed level math and science, I was able to get As and Bs in those classes, but that used tutors and resource support. I was a straight A student in AP History, Government, English, and other such classes.

[Anonymous]

Yes. Sounds like it.

Sounds like me in high school. I tested into advanced classes yet underperformed due to inattention. Sometimes, I would finish the work and forget to turn it in. That's how you go from an A to a B or worse.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Basically any kid that gets some Bs and Cs, procrastinates, and is disorganized is going to get diagnosed. This used to be called an average teen. No one UMC can be average anymore- they now need a diagnosis and a stimulant so they can be “exceptional”

Normally when grades are spread out by 2 levels educators will look for an explanation because it is not normal. A kid getting A's -C's probably has something that is causing the spread other then being an average teen.

Kids with B's and C's, pretty normal. Kids with A's and B's, pretty normal. kids with C's and D's, normal. Kids with A's - C's less normal. You talk to the kid and try and understand what is happening. A kid who is normally an A/B kid is not likely to have C's without an explanation. That could be that they don't like a particular teacher and need to be reminded that is not a good reason for not doing the work or studying. It could be a sign that things have picked up enough in school that they are now struggling to keep up. Where in the past their raw ability helped them maintain a reasonable grade spread, stepping into more demanding classes and a larger number of demanding classes in HS now is putting more pressure on them and their raw ability can no longer cover the executive functioning issues that they have. Or the increase in homework is overwhelming their abilities because of the load and depth.

The wider the gap, the more evidence there is that something else is happening. I was an A - D kid because of serious LDs and ADHD. My LDs greatly impacted math and science classes but I did well in English, well not grammar, and social studies classes. With supports and taking gen ed level math and science, I was able to get As and Bs in those classes, but that used tutors and resource support. I was a straight A student in AP History, Government, English, and other such classes.

Getting a C in a difficult class/subject for you while getting As and Bs in others IS within normal. This is very common

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ADHD is over diagnosed. Probably everyone but the most focused of people would qualify if asked enough questions. I’m sure if anyone took a stimulant they would be more focused and productive

You clearly have no idea how ADHD is evaluated. They ask a lot of questions. For kids they ask Teachers and other adults in their lives to complete evaluations. They are looking for the extremes not the everyday normal lack of focus. But you wouldn’t know that because you have not been through an evaluation.

Signed an adult who was told by their Doctor that ADHD was over diagnosed and then diagnosed them after 2 hours of evaluations.

Two hours isn’t a lot ….

I was also 28 so the testing environment could be different than it would be for a child. I brought in a different history and an ability to discuss what was happening in specific situations, that a child couldn’t. My doctor flat out told me she thought it was anxiety and depression but ended up diagnosing ADHD and depression.

Testing that is well done for a child involves evaluations from adults in their lives, teachers, coaches, and others who have regular interaction with the kid, plus evaluation that can take place over days. A full evaluation is very in-depth.

People on this thread are comparing apples and oranges. A full neuropsych exam involves surveys but that is only a fraction of the test. It also involves computerized tests, written tests, drawing tests, oral and listening tests. I don’t know how you get a very complete picture out of just survey feedback.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My son is the same, but we've weaned him off medication because of his career goals. 6 a.m. workouts, plus an executive functioning/ADHD coach, both help (not as much as medication). He can still get mostly As, though he probably works harder than most kids.

NP - Curious about the career goals, is he interested in a service academy or military? DS is 12 and medicated and dreams of a service academy. We are so torn on what to do.

If on medication after a certain age, it is disqualifying. Other people's lives depend on service members' ability to focus and act promptly. Medicine is not always available in forward deployed
environments.

That said, the ADHD medicine is not usually disqualifying for a security clearance or for civil service jobs working for a military service or for the IC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ADHD is over diagnosed. Probably everyone but the most focused of people would qualify if asked enough questions. I’m sure if anyone took a stimulant they would be more focused and productive

Maybe, but my very bright 14 yo sounds exactly like op's child and was recently diagnosed. There is definitely a genetic component because, DH, BIL and nephew all have the same characteristics.

But that’s my point. Probably 75% of the population could be meet the criteria to be diagnosed and would become more productive and focused individuals with a daily dose of Adderall. The problem is everyone wants perfect kids now: kids that are organized, focused, get As, don’t procrastinate, self disciplined. Except most people aren’t all of these things. The bar for what constitutes ADHD and needs intervention has moved drastically in the past couple decades.

I’m guessing you’ve never read through a report from a full neuropsych evaluation. The things they test are very specific. It’s not like someone sits you down and just asks if you have trouble focusing. There are hours of detailed tests administered in different ways to get a complete picture of how the test-taker’s brain works, both strengths and weaknesses.

I have one child who has ADHD and one child who has ADHD inattentive type with executive functioning disorder. It’s fascinating to see the differences in their various test scores and how their brains work.
.

That’s far from the consensus view. there are not any objective tests for ADHD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ADHD is over diagnosed. Probably everyone but the most focused of people would qualify if asked enough questions. I’m sure if anyone took a stimulant they would be more focused and productive

You clearly have no idea how ADHD is evaluated. They ask a lot of questions. For kids they ask Teachers and other adults in their lives to complete evaluations. They are looking for the extremes not the everyday normal lack of focus. But you wouldn’t know that because you have not been through an evaluation.

Signed an adult who was told by their Doctor that ADHD was over diagnosed and then diagnosed them after 2 hours of evaluations.

Two hours isn’t a lot ….

I was also 28 so the testing environment could be different than it would be for a child. I brought in a different history and an ability to discuss what was happening in specific situations, that a child couldn’t. My doctor flat out told me she thought it was anxiety and depression but ended up diagnosing ADHD and depression.

Testing that is well done for a child involves evaluations from adults in their lives, teachers, coaches, and others who have regular interaction with the kid, plus evaluation that can take place over days. A full evaluation is very in-depth.

People on this thread are comparing apples and oranges. A full neuropsych exam involves surveys but that is only a fraction of the test. It also involves computerized tests, written tests, drawing tests, oral and listening tests. I don’t know how you get a very complete picture out of just survey feedback.

You really need to dig into this more. A good ADHD evaluation will look more at “surveys” than testing because the actual functioning of the person is more important than performance on a neurological test.