Written by: Alexis Bancroft and Cynthia Martin – qualified psychologists

ADHD symptoms can manifest and be diagnosed in young children. In fact, research shows that the first signs of ADHD can appear in infancy. In preschool children, certain behaviors and challenges offer early signs that ADHD is present.

Is it ADHD or typical preschool behavior?

The preschool years are an exciting period of cognitive, physical, social, and emotional development that bridges the gap between infancy and the school years. Common behaviors that characterize the preschool years include the following:

• willingness to participate in group activities
• curiosity and affection
• an emerging sense of humor
• easily encouraged and discouraged
• strong emotions
• high energy
• showing or demanding attention
• difficulty following adult-guided activities for long periods of time
• emerging executive functioning skills

A wide range of behaviors are considered developmentally appropriate for preschoolers. The following milestones, which focus on inhibition, a developing sense of danger, and awareness of social expectations, are particularly important:

• By age 3: avoids touching hot objects, such as a stove, when warned
• By age 4: avoids danger (e.g., doesn’t jump from great heights on the playground). changes behavior depending on the situation
• By age 5: Follows rules and takes turns when playing games with other children. Pays attention for 5 to 10 minutes during a screen-free activity

The above milestones reflect the expected achievements of at least 75% of children in each age group.

Similarly, common behavioral warning signs that may indicate ADHD include the following:

• difficulty following a task without a screen for 5 to 10 minutes by age 5
• excessive climbing and jumping (such as on top of furniture) when the behavior may not be expected or appropriate
• quickly switching from game to game or difficulty playing games at all
• difficulty waiting. impatience
• frequent interruption by adults (during phone calls, personal conversations)
• acts or moves in unsafe ways (e.g., runs to the opposite side of the street despite being told to hold an adult’s hand, unbuckles seat belt while car is moving, reaches for a very hot dish)
• difficulty following instructions and sticking to routines
• excessive talking and making noise while performing activities (such as homework)
• constantly on the move and “jumping off the walls.” difficulty keeping the body still
• high reactivity
• social difficulties

It is true that many preschool children will exhibit symptoms that resemble ADHD. Of these children, a small percentage will develop ADHD that can affect daily functioning if left untreated.

How to help your child in preschool

By age 5, 90% of the brain is developed. Because of this, early childhood is a critical period for intervention, where new neural pathways can be formed before behavioral patterns are established. Here are some things you can do to help a child with ADHD develop positive behavioral patterns:

Praise the child.

• Get excited when he exhibits a behavior you want to see more of. Say, “ Wow, thanks for coming to the table the first time I called you! ” or “ I really like that you chose your blouse without me even asking you. Excellent job. » Don’t react immediately when your child exhibits behaviors you want to see less of, so your child doesn’t equate unpreferred behaviors with immediate attention.
• Praise with numbers: For every time you correct your child’s behavior, make sure to offer about four positive comments.

Routines & Consistency

• Use routines and visuals: These add predictability to an unpredictable world, reducing stress and fostering stability. Illustrate the steps of your child’s morning, afternoon, and evening routines in fun visuals to help with information processing. Have your child check off each step as they complete it.
• Offer early warnings: Because all good things must come to an end, let kids know when the transition is approaching. Give 3- and 1-minute alerts when the game is about to end, for example. Visual timers are extremely useful here, as they help your child know how much time is left, allowing them to better regulate their emotions and behavior.

Clear and specific instructions

Clearly explain the rules and consequences.
Instead of: ” Play nicely with your toys! ” Try: “Toys are for playing with. They’re not for throwing away. If you throw away the toy, I’ll take it. “
Instead of: ” Behave properly when you play with your brother! ” Try: “You can’t hit your brother. If you hit your brother, the game will stop immediately. “

Give instructions in stages — one step at a time

Instructions like “get ready for school” or “get ready for bed” are complex and often difficult to process. Break down all the small tasks involved to help your child complete them.
Instead of: “It’s time to leave. Finish your breakfast, put on your shoes, and grab your backpack. ” Try: ” Please, finish your breakfast .” (Pause and wait to give the next step when this step is complete.)

Avoid framing instructions as questions or choices to which your child can say “no.”

Instead of: ” Can you put your shoes on ?” Try: ” Please put your shoes on. “
Instead of: ” Can you get ready for dinner? ” Try: ” Please wash your hands before eating. “

Never Punish Your Child for His Feelings

Show empathy, but maintain expectations. It’s okay for your child to feel sad or upset when, for example, the game ends. Show that you understand how they’re feeling as you guide them to the next activity.
Say: ” I know this is hard for you .” ” I hear you .” ” It’s okay to have these feelings. ”

Build bonds without constantly correcting the child

For a half hour during the day, give your child your undivided attention as you participate in an activity together. Do not correct or discipline your child’s behavior during this special, positive time. If 30 minutes is too long to go by without correction, start with a shorter period of time. Regardless of the length, never make this bonding time with your child dependent on his or her behavior.

Involve the School
Inform your child’s school or daycare about their diagnosis and treatment plan. Children with attention and regulation difficulties do best when they are supported in all settings. Without school-wide awareness, your child’s behaviors may be misinterpreted and/or attributed to the wrong causes.

The question of Pharmaceutical Education for ADHD

While the American Academy of Pediatrics (AAP) recommends behavioral interventions as the first line of treatment for ADHD in children ages 4 to 6, ADHD medication may be indicated for preschoolers if behavioral interventions do not provide significant improvement and if moderate to severe impairment in the child’s functioning persists. Discuss with your pediatrician whether medication may be an appropriate part of your preschooler’s treatment plan.

SOURCE: additudemag.com