In this interview, we embark on a captivating exploration of the world of neuropsychology. This time, we have Mr. Ajay U U, an experienced neuropsychologist and Assistant Professor at Calicut University, Kerala, who will shed light on the intricate connections between Attention-Deficit/Hyperactivity Disorder (ADHD) and the realm of neuropsychology.
This discussion promises to deepen our understanding of this complex neurodevelopmental disorder, unveiling its cognitive challenges, neurobiological underpinnings, diagnostic procedures, and the transformative power of tailored interventions.
So join us as we gain valuable insights from Mr. Ajay, combining understanding, kindness, and expertise to unravel the enigma of ADHD through a compassionate and knowledgeable lens!
Goldi Negi: Welcome to our special interview segment, where we delve into the fascinating world of neuropsychology with Mr. Ajay, an experienced neuropsychologist who will shed light on the captivating topic of Attention-Deficit/Hyperactivity Disorder (ADHD) and its intricate connections to the field of neuropsychology. Thank you for joining us, Mr. Ajay.
Mr. Ajay U U: Thank you for having me. It's a pleasure to be here and discuss another neurodevelopmental disorder, and share my insights with the readers.
Goldi Negi: ADHD is a highly prevalent disorder, affecting millions of children worldwide, and continuing to plague the adult lives of these children. Can you explain some of the cognitive challenges that children with ADHD face, and how these can impact their day-to-day functioning?
Mr. Ajay U U: ADHD is recognized as a common childhood psychiatric and neuro disorder where it is first diagnosed but can also continue into adulthood. Aside from the psychiatric aspect, ADHD also has a neuro-biologic, neurochemical, and some genetic basis.
It is characterized by symptoms of inattention and/or impulsivity and hyperactivity which can significantly impact many aspects of behaviour as well as performance, both at school and at home. ADHD is the pervasive and impairing symptoms of inattention, hyperactivity, and impulsivity. The symptoms are also found differently in different individuals.
Inattention means struggling with staying, focusing, or concentrating on something, often missing small details, making careless mistakes, easily getting distracted, being forgetful, etc., to an extent where they all start to impair your life.
While hyperactivity refers to excessive movement such as fidgeting, being overly energetic, being unable to sit still, or being too talkative. Impulsivity is doing things without thinking through the consequences.
All these symptoms are abnormally extreme in those with ADHD, and while someone who does not have ADHD can easily deal with instances where they sometimes feel inattentive, hyperactive, or impulsive, people with ADHD face severe challenges in doing the same.
Their brains are different.
Goldi Negi: How is the neurology of ADHD brains different from that of neurotypical individuals? What exactly is the reason behind all this?
Mr. Ajay U U: Many of the characteristics of ADHD involve difficulty with day-to-day tasks such as time management, organization, problem-solving, emotional control, etc.
Also, the prefrontal cortex, a crucial brain region responsible for regulating these skills, has been shown to have a smaller size in children with ADHD. Another vital element in the brain is dopamine, a neurotransmitter with multiple functions encompassing pleasure, motivation, and movement. When dopamine levels increase in response to a task, our brain generates a desire to repeat that activity. The opposite is also true.
Within the brain, there exist pathways that facilitate the transmission of dopamine from one region to another, carrying essential information. Among these pathways, there are four significant ones, and it is believed that two of them may be disrupted in individuals with ADHD. This disruption can contribute to difficulties in cognitive and motivational functioning.
Goldi Negi: We have talked about the what and why of ADHD. Now, how can someone really know if they have ADHD?
Mr. Ajay U U: People with ADHD experience an ongoing and recurring pattern of symptoms. They have to be persistently present and noticeable over the period of the last six months of someone’s life.
ADHD is a disorder that begins in childhood, so the symptoms also need to be present before the age of 12. The Diagnostic and Statistical Manual of Mental Disorders categorizes ADHD symptoms under Inattention ADHD Type, Hyperactive ADHD Type, and a combination of both. All these categories have well-defined symptoms listed under them, and a person needs to experience at least six (five or more in adults) symptoms to base a diagnosis.
The symptoms also need to be present in different settings, for instance at home, school, work etc. They can not just disappear in one place all the time.
Goldi Negi: With this understanding of diagnostic procedures, how can tailored interventions based on neuropsychological assessments make a difference in the lives of children with ADHD?
Mr. Ajay U U: Neuropsychology offers a comprehensive child neuropsychological assessment to evaluate various skills relevant to each individual case. These assessments encompass a range of areas, including general intelligence, academic achievement, executive functions, attention, memory, praxis, gross and fine motor skills, visual and language processing, adaptive skills, sensory and perceptual abilities, as well as behavioral, emotional, and social functioning.
This evaluation is accomplished through a combination of several methods, mainly including a detailed history and clinical interview, a flexible battery of standardized instruments, direct observation, and gathering behavior/skill ratings from the child, where appropriate, parents, and teachers.
This comprehensive neuropsychological assessment proves particularly beneficial in identifying ADHD, as it enables the evaluation of DSM criteria through multiple approaches while thoroughly considering other potential diagnoses.
Goldi Negi: There are often misconceptions surrounding ADHD. From a neuropsychological perspective, what would you like to clarify about this disorder?
Mr. Ajay U U: There is one misconception about never being able to focus. It is true that individuals with ADHD often struggle with focusing and easily get distracted. However, when they are deeply interested in something, they can exhibit a phenomenon called hyperfocus, where they concentrate intensely on the task at hand.
Another misconception is that everyone with ADHD is super hyperactive. While the common stereotype associates ADHD with hyperactivity, not all children with ADHD display hyperactive behavior. In fact, hyperactivity tends to diminish or disappear as they grow older.
Some people also believe only boys have ADHD, but it is essential to recognize that girls also have it, and their symptoms may not necessarily be the same as the boys. In fact, girls are more likely to be overlooked and remain undiagnosed, leading to a gender imbalance in diagnoses because of misconceptions.
Not to mention the belief that ADHD does not exist. It shows huge ignorance and undermines the experiences of individuals with the condition. Extensive scientific research and clinical evidence consistently support the reality of ADHD as a legitimate neurodevelopmental disorder. Dismissing or denying its existence can contribute to misunderstandings and stigmatization and hinder access to appropriate support and treatment for those who need it.
Goldi Negi: Despite the widespread impact of ADHD, there is still a lot of stigma surrounding this condition. Can you tell us more about it?
Mr. Ajay U U: Someone reading this article may most likely have experienced ADHD within themselves or around them, whether it’s a parent of someone with ADHD or a friend who notices the subtle or sometimes severe symptoms in their friend. It’s also very likely that many of them have also seen or experienced a wrongful attitude toward the disorder.
This stigma is often caused because of the neuro divergency found in ADHD people, which sets them apart from the commonly seen people. This negative outlook can also be a result of myths and stereotypes surrounding ADHD.
ADHD symptoms range from being impulsive, inattentive, easily distracted, or finding it hard to follow directions. And some people do not try to understand why these things may be happening; it is easier to assume. But shallow assumptions aren’t true, and they are mostly what stigma looks like.
We need to know that even though there’s no quick fix for ADHD stigma, keeping a positive attitude, raising awareness of the condition, and working closely with teachers and health professionals can help those with ADHD thrive.
Goldi Negi: Thank you so much, Mr. Ajay, for sharing your helpful insights! Your expertise has provided us with a deeper understanding of this complex yet common and misunderstood disorder.
Mr. Ajay U U: You're most welcome! It was my pleasure to contribute to the discussion and help shed light on ADHD from a neuropsychological standpoint. I hope that our conversation helps to raise awareness and promote a better understanding of ADHD.
The Bottom Line
As we reflect on what we have now learned, let us remember that ADHD is not a mere label or a trivial matter. It is a lived experience that impacts countless lives, shaping how individuals navigate the world. Understanding and empathy are the keys to unlocking support and empowerment for those with ADHD.
Let us challenge the stigma it is surrounded by and embrace the strengths and talents that emerge from neurodiversity.
And let us extend a hand of understanding, replacing judgment with compassion, and provide the necessary resources and support to help individuals with ADHD thrive. Together, we can cultivate an inclusive world where their unique minds can also soar and their voices can also be heard.
Remember, ADHD is not a limitation—it is a different way of being, a source of untapped potential, and a reminder that being different does not mean something is broken by default.
