scuro
06-24-06, 09:06 AM
From the Impulsivity section of the powerpoint presentation of Karen J. Kraus, M.D. I thought that this was an excellent summary.
http://72.14.203.104/search?q=cache:zqGDm-FFqS8J:www.fresno.ucsf.edu/newsroom/public_education/borders_adhd_kraus%2520.ppt+adhd+%22motor+activity %22+excess&hl=en&ct=clnk&cd=7
Difficulty inhibiting responses (“Ready, fire, aim!), manifested by:
o intrusiveness
o impatience, manifested by:
* difficulty with turn taking in games
* similarly manifest in conversation, with interruption and comments out of turn
o inappropriate behavior
Impulsivity
Risk taking/Novelty-seeking behavior
o engagement in physically dangerous activities without
consideration of potential consequences
o often described as “ accident prone”, with a history of injuries
o tendency to become easily bored and seek external stimulation
Impulsivity
Altered responsiveness to behavioral rewards, consequences and contingencies
o resistance to conditioning effects of reward or punishment
o failure to apply past experiences to current situations, resulting in repetitive mistakes
o neurophysiological basis
Associated Features
Altered response to social reinforcement
o Because of inattentiveness, negativism, or resistance to the conditioning effects of reward or punishment, many ADHD children are difficult to socialize. They are described as obstinate, impervious, stubborn or negativistic, although they are not necessarily “conduct disordered”
Associated Features
Altered emotional responsiveness
o Children with ADHD are easily excited and easily upset, and tend to react to situations in an exaggerated, disproportionate way, with dramatic (albeit usually short-lived) shifts in emotions
o They also tend to exhibit poor frustration tolerance (a “short fuse”), particularly with delay/denial of gratification, developmental challenges or interpersonal conflicts
Associated Features
Differences in interpersonal relationships
o Children with ADHD tend to be intense, controlling, socially imperceptive and intolerant.
o They are often described as immature and in fact, often exhibit delayed social development.
o Chronically antagonistic interpersonal interactions can lead to social isolation, and later on, to depression and angry defiance.
Associated Features
Behavioral dyscontrol
o Problematic behavior may signal the presence of a co-morbid psychiatric disorder, but may also stem from the core neuropsychiatric deficits seen in ADHD.
o The gap between the normal developmental aspirations of children with ADHD and their maturity and judgement further complicates the picture .
Associated Features
Behavioral dyscontrol
o Examples include:
+ lying and stealing may be indicative underlying impulsivity
+ aggressive behavior may be an expression of poorly regulated physical force
+ temper tantrums are often seen in the context of sensory or affective over-stimulation
Associated Features
Demoralization
o The “curious dissociation between knowing and doing” often frustrates children with ADHD. Despite talent and skills, and often despite prodigious effort, children with ADHD chronically fall short of expectations
o As a result their inefficient cognitive styles, children with ADHD must often work harder and longer than their peers to obtain the same outcome.
o Over time children with ADHD fatigue, and in the context of repeated failures, become demoralized, lose motivation and develop a posture of defensive defiance
http://72.14.203.104/search?q=cache:zqGDm-FFqS8J:www.fresno.ucsf.edu/newsroom/public_education/borders_adhd_kraus%2520.ppt+adhd+%22motor+activity %22+excess&hl=en&ct=clnk&cd=7
Difficulty inhibiting responses (“Ready, fire, aim!), manifested by:
o intrusiveness
o impatience, manifested by:
* difficulty with turn taking in games
* similarly manifest in conversation, with interruption and comments out of turn
o inappropriate behavior
Impulsivity
Risk taking/Novelty-seeking behavior
o engagement in physically dangerous activities without
consideration of potential consequences
o often described as “ accident prone”, with a history of injuries
o tendency to become easily bored and seek external stimulation
Impulsivity
Altered responsiveness to behavioral rewards, consequences and contingencies
o resistance to conditioning effects of reward or punishment
o failure to apply past experiences to current situations, resulting in repetitive mistakes
o neurophysiological basis
Associated Features
Altered response to social reinforcement
o Because of inattentiveness, negativism, or resistance to the conditioning effects of reward or punishment, many ADHD children are difficult to socialize. They are described as obstinate, impervious, stubborn or negativistic, although they are not necessarily “conduct disordered”
Associated Features
Altered emotional responsiveness
o Children with ADHD are easily excited and easily upset, and tend to react to situations in an exaggerated, disproportionate way, with dramatic (albeit usually short-lived) shifts in emotions
o They also tend to exhibit poor frustration tolerance (a “short fuse”), particularly with delay/denial of gratification, developmental challenges or interpersonal conflicts
Associated Features
Differences in interpersonal relationships
o Children with ADHD tend to be intense, controlling, socially imperceptive and intolerant.
o They are often described as immature and in fact, often exhibit delayed social development.
o Chronically antagonistic interpersonal interactions can lead to social isolation, and later on, to depression and angry defiance.
Associated Features
Behavioral dyscontrol
o Problematic behavior may signal the presence of a co-morbid psychiatric disorder, but may also stem from the core neuropsychiatric deficits seen in ADHD.
o The gap between the normal developmental aspirations of children with ADHD and their maturity and judgement further complicates the picture .
Associated Features
Behavioral dyscontrol
o Examples include:
+ lying and stealing may be indicative underlying impulsivity
+ aggressive behavior may be an expression of poorly regulated physical force
+ temper tantrums are often seen in the context of sensory or affective over-stimulation
Associated Features
Demoralization
o The “curious dissociation between knowing and doing” often frustrates children with ADHD. Despite talent and skills, and often despite prodigious effort, children with ADHD chronically fall short of expectations
o As a result their inefficient cognitive styles, children with ADHD must often work harder and longer than their peers to obtain the same outcome.
o Over time children with ADHD fatigue, and in the context of repeated failures, become demoralized, lose motivation and develop a posture of defensive defiance