1. What are the symptoms of this disorder? 2. How is an accurate diagnosis made? 3. The danger of depriving children with this disorder of necessary treatment and resorting to punishment instead. 4. The risk of overdiagnosing children with this disorder. 5. Answers to viewer questions.
Peace be upon you, esteemed guests, in this meeting we previously announced titled: "Attention Deficit Hyperactivity Disorder (ADHD)... Diagnosis and Misdiagnosis" or what is known as (Miss Diagnosis). In this meeting, we will discuss the symptoms of this disorder, and the common mistakes that occur in its diagnosis, whether by not noticing some cases, or on the contrary, overdiagnosis; is every increase in a child's activity considered a disorder? What are the other conditions whose symptoms resemble this disorder known as differential diagnosis (Differential Diagnosis)? And what are the appropriate treatments?
This meeting is hosted by Dr. Yusuf Muslim, holder of a PhD in cognitive-behavioral therapy and the general director of the "Kalima" Center for Cognitive Behavioral Sciences, to share with us his practical experience spanning over 22 years in the field of psychological assessment and treatment.
This lecture comes as a result of the real need of people and the frequent inquiries about the topic of ADHD. Mastering accurate psychological diagnosis is the key to mastering treatment later. What appears before us as behaviors may actually be "symptoms" of an internal problem and not just voluntary behavior.
Imagine a child who feels like there is a "motor" running inside him and is required to be calm; this child suffers in silence because people think that what he does is bad manners, while the truth is that it is internal disorders that move him and not his will or desire.
Hassan is a 9-year-old child, a third-grade student, who always receives warnings and reprimands at school. He is always told: "Hassan, why can't you calm down? Why can't you pay attention? Why do you distract your classmates?" At home, he is asked to go and do something and then gets distracted and forgets, so he is punished for his forgetfulness.
Even while watching television, he cannot sit still; he fidgets, plays with his legs, or bites his nails. In social situations, he may interrupt adults while they are speaking impulsively, making others describe him as "impolite." With his friends, he faces difficulties because he always wants to be in charge and does not accept mistakes easily. Hassan does not choose to be this way; rather, these behaviors happen to him "involuntarily" as a result of the disorder.
The disorder is divided into three main axes, and it is required for the child to have (6 points out of 9) in each axis for diagnosis:
Children here are not completely unable to concentrate, but they cannot "sustain" it. The most prominent points of this axis are:
Hyperactivity is shown through:
As for impulsivity, it is shown through:
There is a percentage of up to 20% of misdiagnosis. For example, children suffering from "tonsillitis" or breathing problems do not get enough oxygen, leading to behavioral symptoms that resemble ADHD, such as excessive activity and lack of concentration. Once the respiratory problem is treated, these symptoms disappear.
It is also necessary to differentiate between ADHD and:
When the child with ADHD is not understood, those around him (parents and teachers) resort to punishment and constant blame, which leads to complicating the problem and the emergence of defensive behaviors or behavioral deviations:
The child begins to see himself as a "not good" or "unloved" person because he is constantly criticized. This feeling sometimes drives him to intentionally engage in bad behaviors (defiance or "acting out"), or try to gain the acceptance of peers in wrong ways, such as becoming the "class clown" or volunteering to annoy the teacher to make his classmates laugh.
Due to high impulsivity, the adolescent with ADHD may be attracted to "risky activities" or bad company to find the acceptance he has lost in his family. The situation may develop into lying to avoid punishment, or even theft and aggression as a way to assert himself in unregulated environments.
Dealing with ADHD cases depends on a comprehensive protocol that goes beyond just medication:
Dr. Yusuf explained an important term: the "Coincidence Syndrome", where symptoms resembling ADHD may coincide due to environmental circumstances (such as family problems, bullying at school, depression), while the root cause is not a neurological disorder.
Therefore, accurate diagnosis is not achieved in "ten minutes," but requires:
There is no conclusive scientific evidence that electronic devices "cause" the disorder, but spending a long time in front of screens increases the severity of existing symptoms and leads to a decline in the desire for traditional learning.
Drug treatment (such as Methylphenidate) is considered a "mainstay" in severe cases that disrupt life functions. The medication helps the child functionally with focus and activity control, and does not necessarily mean lifelong continuation; it can be gradually withdrawn when behavioral and functional skills improve.
Symptoms persist in about 20% of those affected until adulthood. Affected adults may experience work scatter or marital relationship problems, but they often compensate with their high intelligence. The topic of "ADHD in adults" deserves a special session due to its importance and impact on social roles.
We must differentiate between "symptoms" and "behavior." What parents may perceive as a lack of manners is often a symptom of a disorder that requires treatment and understanding. The real cost is not in the treatment price, but in the "cost of not treating," which may lead to the loss of the child's academic and social future.
Through practical experience, there is no direct or necessary connection between the two issues; each follows a different diagnostic path, although anxiety resulting from poor handling of the child with hyperactivity may sometimes lead to secondary behavioral problems.
Yes, in some cases, anti-epileptic drugs or the presence of epileptic foci (excessive charges) may lead to attention scatter or irregular activity. Therefore, it is necessary to conduct a brain mapping (EEG) in cases where the doctor suspects a neurological overlap, to ensure that the diagnosis is not just a "symptom similarity."
Accurate diagnosis does not depend on a single test (such as the TOVA test); the TOVA test is a computer tool that measures response and concentration for 20 minutes, and it is a good predictive tool but not sufficient alone to confirm the diagnosis. The ideal diagnosis requires a team that includes:
Dr. Yusuf discussed the importance of building a psychological theory based on Islamic heritage (such as the literature of Ibn Qayyim and others), where the human being is viewed through three dimensions: capacity, will, and responsibility.
Regarding the child with ADHD:
ADHD is not a "lifelong sentence" of failure, but a neurological nature that requires an understanding environment. Many creators and successful people (doctors, engineers, artists) are affected by this disorder, but they have been able to channel their high energy and intelligence into positive paths.
Final messages for parents:
We thank Dr. Yusuf Muslim for this enrichment and promise you upcoming sessions on "ADHD in Adults" and "Atheism as a Psychological Phenomenon" from the perspective of the Islamic Psychological Concepts School.
End of summary.