How to tell if a child is hyperactive

When does “squirminess” in a child become a concern for parents and teachers? When should parents and teachers begin to ask whether a child is hyperactive?

Contrary to what the term implies, hyperactivity (now officially called attention deficit hyperactivity disorder) is not simply an unusually high activity level. Hyperactive children typically display several problem behaviors, including many of the following:

• Is restless or overactive, excitable; behaves impulsively.
• Disturbs other children.
• Fails to finish things once started.
• Short attention span.
• Constantly fidgeting.
• Is inattentive, easily distracted.
• Wants demands met immediately; easily frustrated.
• Cries often and easily.
• Changes mood quickly and dramatically.
• Has temper outbursts, explosive and unpredictable behavior.

Some people have argued there is no such thing as hyperactivity. They say it is merely a label given to children when teachers and parents are frustrated with them. But most parents and teachers of hyperactive children can identify with the difficulty and distress of caring for a child who suffers from many of the problems listed above. To them, the disorder is very real.

For reasons we don’t yet understand, hyperactivity is three to seven times more common in boys than girls.

Signs of the disorder are usually evident early in life. As infants, these children tend to be extremely active, cry frequently, eat poorly, sleep irregularly and often fall behind in developing motor and language skills (standing, walking, talking and other skills). However, an attention deficit or hyperactivity disorder often is not identified until the child reaches school age, when he is forced to struggle with the demands of a highly structured school setting.

As a hyperactive child grows older, he encounters even more difficulties. His quick temper and tendency to be aggressive, disruptive and impulsive work against a hyperactive child’s chances of being popular with his peers. In fact, hyperactive children frequently are disliked, teased and rejected by other children. In addition to problems with interpersonal relationships, hyperactive children are at high risk for academic problems. A majority of hyperactive children fail one or more grades by the time they reach their teens.

Considering the interpersonal and academic hardships they face, it is not surprising these children usually end up with low self-esteem. In an effort to salvage a sense of worth, hyperactive children often resort to acting silly or outlandish to attract attention and admiration. But this usually backfires and they become even more unpopular than before.

As a hyperactive child reaches adolescence, the primary behavior problems of hyperactivity tend to diminish. He tends to be less restless, distracted and impulsive. Unfortunately, the problems with low self-esteem, interpersonal difficulties and academic trouble persist. Moreover, the hyperactive teenager often becomes involved in antisocial or delinquent behavior.

Fortunately, this characteristic course is not inevitable. Most hyperactive children improve when they receive appropriate treatment. In addition, the chances of a child improving are best when his parents are aware of the nature of the disorder and are provided with guidance in ways to provide optimum care for him.

Harold H. LeCrone, Jr., Ph.D. Copyright 1987