Question

Kelly fidgets a lot, blurts out what she is thinking, and makes many careless mistakes in her homework, even when she knows the answers. Kelly most likely would be diagnosed with which childhood disorder? a. low IQ b. autistic spectrum disorder c. anxiety disorder d. ADHD

Short answer

Kelly is most likely diagnosed with ADHD.

Step-by-step solution

Identifying Symptoms

First, let's identify the symptoms described: fidgeting, blurting out thoughts, and making careless mistakes despite knowing the answers. These symptoms are typically associated with issues related to attention and impulse control.

Matching Symptoms to Disorders

Next, match these symptoms to the disorders listed: - Low IQ typically involves difficulties in learning and reasoning but does not specifically involve poor impulse control or inattention. - Autistic spectrum disorder often involves social communication challenges and restricted behaviors, not primarily impulse control or inattentiveness. - Anxiety disorder involves excessive worrying, not necessarily impulsiveness or hyperactivity. - ADHD (Attention-Deficit/Hyperactivity Disorder) is characterized by inattention, hyperactivity, and impulsiveness, which matches Kelly's symptoms.

Eliminating Incorrect Options

Based on the symptoms, we can eliminate low IQ, autistic spectrum disorder, and anxiety disorder as none of them primarily relate to fidgeting, impulsiveness, and careless mistakes in the context provided.

Confirming the Correct Diagnosis

The symptoms of fidgeting, impulsiveness, and careless mistakes align with ADHD, which often involves difficulties in maintaining focus, controlling impulses, and exhibiting hyperactive behavior.

Key concepts

Childhood Disorders

Childhood disorders are a group of psychological and emotional issues that can affect children as they grow. These disorders can impact learning, behavior, and mood. Recognizing them early is essential for providing the right support and intervention. Common childhood disorders include:

• Autistic Spectrum Disorder (ASD): Usually noted by challenges in social communication and repetitive behaviors. Children might have trouble understanding social cues or forming relationships.
• Attention-Deficit/Hyperactivity Disorder (ADHD): Known for symptoms like inattentiveness, impulsiveness, and sometimes hyperactivity.
• Anxiety Disorders: These involve excessive worry or fear that interferes with daily activities. It might manifest as separation anxiety or social anxiety.
• Low IQ: Refers to intellectual development disorder, characterized by below-average intellectual functioning and adaptive behavior.

Each disorder affects children differently and requires different methods of treatment and support. Understanding these disorders is crucial for helping children succeed in both school and their personal lives.

Attention Deficit Hyperactivity Disorder (ADHD)

ADHD is one of the most commonly diagnosed childhood disorders. It affects the way children think, act, and interact with others. The primary features of ADHD include:

• Inattention: Children often daydream, lose track of their things, or have difficulty following instructions.
• Hyperactivity: Fidgeting, restlessness, and an inability to stay still are common. Children might constantly be on the go, unable to sit quietly.
• Impulsiveness: Acting without thinking, interrupting others, or having trouble waiting for turns.

The diagnosis of ADHD is typically made through a detailed evaluation. It often involves gathering information from parents, teachers, and employing psychological testing. Managing ADHD can include behavioral therapies and sometimes medication to help improve symptoms. It's important to approach each case individually to find the best strategies for managing the condition.

Impulse Control

Impulse control is the ability to resist or delay an impulse, drive, or temptation to act. It is often underdeveloped in children with ADHD, leading to behaviors like blurting out answers without raising a hand or cutting in line. Key aspects of impulse control include:

• Delayed Gratification: This is the ability to wait for a more favorable reward rather than opting for instant satisfaction.
• Self-Regulation: The skill to manage one’s emotions and behaviors in social situations. This can include not reacting immediately or strongly in anger or frustration.
• Attention to Consequences: Thinking through potential outcomes before taking an action.

Improving impulse control in children involves practice, patience, and strategies such as cognitive-behavioral therapy (CBT) and mindfulness exercises. Parents and educators can help by setting clear expectations, modeling self-control, and providing positive reinforcement for appropriate behaviors. Developing this skill not only aids in reducing ADHD symptoms but also contributes to better social relationships and academic success.