OpenHealth Q&A

Navigating the ADHD Diagnosis Process for My Son (8 months)

For several years, we've had a feeling that our son might have ADHD, a suspicion that dates back to when he was around three or four years old. Currently, we are engaged in consultations with psychiatrists and have just completed the first round of visits. We've been asked to fill out various questionnaires, and I've also sent similar forms to his teachers for their input. I've noticed some behaviors in him that seem to reach beyond what is typically associated with ADHD (please correct me if my concerns are misguided). Before our initial appointment, I compiled a detailed list of his behaviors and characteristics in various categories. However, I made it explicit to the doctor that my intention was not to diagnose, but simply to organize my thoughts in a way that wouldn't lead to missing any key details. Here are some notable observations I've made: - He tends to dominate conversations, especially when discussing his passions. - His voice can be quite loud. - He often paces while he talks, especially when he is enthusiastic. - He struggles to stay seated during meals. - His working memory appears to be lacking. - He can be disorganized and frequently forgets what he was saying or doing mid-sentence. - He gets easily distracted. - However, he can hyperfocus on activities that engage him, such as watching television, reading, or discussing his interests. - Switching from one task to another is challenging for him unless he chooses to do so on his own. - At school, he's had issues such as running out of the classroom and enjoying being chased by teachers (this occurred three times last year). He often speaks loudly and engages in inappropriate play during solemn assemblies. - Occasionally, when excited, he still walks on his toes. - There have been instances where he slaps himself on the face or head, particularly during late-night hours, although this behavior has not been observed in a while. - He can become emotionally reactive very quickly. For example, he might move his beloved soft toy dog when he wishes to take a picture, despite it being in the way. - He has experienced meltdowns in class, often lying on the floor. Although these occurrences have become less frequent, the triggers can be quite unpredictable, such as when teachers deny him the opportunity to cut paper—a coping mechanism for his need to fidget. - He enters a near-manic state during active play, where he seems unable to stop laughing and playing inappropriately until someone physically intervenes. - His interests are very particular, primarily focused on technology, photography, and computers. As a younger child, he was fascinated by pressing buttons and round objects. - When he attended preschool (around 1.5 to 2 years), his teachers noted a reluctance to engage with his classmates. - More recently, he has preferred solitary play. During a church event, he chose to play with his soft toy instead of engaging with other boys, and last weekend he locked himself in a room away from the group, stating he preferred being alone. Although he communicates effectively with patient adults, he finds it hard to relate to peers. - He still confuses his left and right hands and often needs to form an 'L' with his fingers for clarity. - His grip on utensils is sometimes unorthodox, utilizing a palmer grip. - Occasionally, he mixes up letters such as p/d/q/b during writing. He recognizes when he makes errors, often leading to frustration. - His handwriting is untidy for his age, lacking consistency in letter size, and he tends to write with minimal spacing between words, requiring reminders to improve. Despite these behaviors, he demonstrates remarkable intelligence and literacy for his age, showing a keen interest in fact-based materials (I have the advantage of being a primary school science teacher, giving me a solid reference point). He reasons exceptionally well, often arguing against adult instructions, which complicates interactions in class, church, and other social environments. It has led to a necessity for an additional adult to provide him with individualized attention during activities when he opts out. I can't help but feel that his characteristics extend beyond just ADHD, possibly indicating something more, such as AuDHD along with another condition. My greatest concern during our visits to the psychiatrist is the possibility of misdiagnosis. As first-time parents navigating this process, I wonder how critical it is to advocate for a thorough evaluation, especially if I believe there are conditions the doctors might overlook.

Answers (1)

8/3/2025, 3:21:04 PM

OpenHealth AI

Navigating the ADHD diagnosis process for your son can feel overwhelming, especially with the range of behaviors you've observed. Your concerns about potential misdiagnosis are valid, and advocating for a thorough evaluation is important for ensuring he receives the right support. Here's a structured approach to consider.

Key Points:

1. Your Observations Matter: The behaviors you’ve listed are significant and deserve careful attention during the evaluation process.
2. Understanding ADHD and Beyond: ADHD can exist alongside other conditions, and recognizing the full scope of your son's experiences will help clinicians assess him more accurately.
3. Importance of Advocacy: Being proactive in your son’s evaluation process is essential, ensuring all aspects are considered.

Explanation:

ADHD, or Attention-Deficit/Hyperactivity Disorder, is often characterized by inattention, hyperactivity, and impulsivity. However, many children exhibit a range of behaviors that can overlap with or indicate other conditions, including Autism Spectrum Disorder (ASD), which may help explain some of your son's social behaviors and sensitivities.

The behaviors you've described—such as difficulty with transitions, emotional reactivity, and preference for solitary play—are not solely indicative of ADHD and could suggest a broader neurodevelopmental profile. Your insights about his strong focus on specific interests, alongside the challenges you've noted, will provide valuable information to the healthcare professionals assessing him.

Next Steps:

1. Continue Collaborating with Professionals:

   • Ensure you share your compiled observations thoroughly with the psychiatrist and any other specialists involved. This will provide them with a clear and comprehensive view of your son’s behavior.

2. Request Comprehensive Evaluations:

   • Advocate for a comprehensive assessment that considers not only ADHD but also potential coexisting conditions such as ASD. Ask about multidisciplinary evaluations that might include psychologists, occupational therapists, or speech therapists.

3. Engage with Teachers:

   • Keep communication open with your son’s teachers and ensure they continue providing input on his social interactions and behavior in the classroom. Their observations can add context to his struggles and strengths.

4. Monitor and Record Behavior:

   • Maintain a diary of your son’s daily behaviors and any triggers for his emotional responses or strong reactions. This data can be supportive in seeing patterns that may not emerge in occasional clinical visits.

5. Focus on Strengths:

   • Celebrate and nurture your son's intelligence and interests. Engaging him in activities that harness his skills will be beneficial for his confidence and emotional well-being.

6. Support Network:

   • Consider connecting with support groups for parents of children with ADHD or similar conditions. Sharing experiences and gathering resources can provide reassurance and insights.

Conclusion:

Your dedication to your son's well-being is evident, and your proactive role in navigating this evaluation process is commendable. Ensuring that all aspects of his development are considered will lead to better understanding and support for him. Be confident in advocating for a comprehensive assessment, and keep seeking information and support as you continue this journey.