ADHD vs Postural control

How does the child present in the classroom/at home
ADHD
- Fidgety
- Poor concentration
- Impulsive
- Restless
- Poor listening skills
- Gets up a lot
- Talks a lot
- Shouts out answers
- Loses things
- Cannot wait for his turn
- Makes unnecessary mistakes
Postural control
- Has trouble sitting still
- Want to move continuously
- Clumsy
- Slouches in chair
- Supports head
- Changes posture frequently
- Bumps into people/objects
- Chews objects
- Loves rough and tumble games
- Loves jumping
- Adrenaline junkie
ADHD
The DSM-5TM defines ADHD as a
- persistent pattern of inattention and/or hyperactivity-impulsivity
- that interferes with functioning or development
- has symptoms presenting in two or more settings (e.g. at home, school, or work; with friends or relatives; in other activities)
- and negatively impacts directly on social, academic or occupational functioning.
- Several symptoms must have been present before age 12 years
Proprioception
The automatic feedback we get from our ligaments and joints regarding:
- The body’s / body parts orientation
- Rate and timing of movements
- Amount of force our muscle is exerting
- How much and fast our muscle is stretching
Vestibular system
- The sensory system that provides the leading contribution to the sense of balance and spatial orientation for the purpose of coordinating movement with balance – Wikipedia
- The system is activated by movement of the head, vibration and gravity
Signs and symptoms
ADHD
Diagnostic criteria according to the DSMV
- Either (1) or (2):
- Inattention: six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:
(a) Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
(b) Often has difficulty sustaining attention in tasks or play activities

- Often does not seem to listen when spoken to directly
- Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
- Often has difficulties organizing tasks and activities
- Often avoids, dislikes, or is reluctant to engage in tasks that require sustained metal effort (such as schoolwork or homework)
- Often loses things necessary for tasks or activities (e.g. school assignments, pencils, books or tools)
- Is often easily distracted by extraneous stimuli
- Is often forgetful in daily activities
- Hyperactivity-impulsivity: Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six month to a degree that is maladaptive and inconsistent with developmental level:
Hyperactivity
- Often fidgets with hands or feet or squirms in seat
- Often leaves seat in classroom or in other situations in which remaining seated is expected
- Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feeling of restlessness)
- Often has difficulty playing or engaging in leisure activities quietly
- Is often ‘on the go’ or often acts as if ‘driven by a motor’
- Often talks excessively
Impulsivity
- Often blurts out answers to questions before the questions have been completed
- Often has difficulty awaiting turn
- Often interrupts or intrudes on others (e.g. butts into conversations or games)
- Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.
- Some impairment from the symptoms is present in two or more settings (e.g. at school, work, and at home)
- There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning.
- They symptoms do not occur exclusively during the course of a pervasive developmental disorder, schizophrenia, or other psychotic disorder, and are not better accounted for by another mental disorder.
Proprioception
- Over-responsive
Avoids weight-bearing activities
Picky eater
Doesn’t like to move/be moved
- Under-responsive

Low muscle tone
Breaks objects easily
Presses hard with the pencil on the paper while drawing
Let’s items fall while holding it
Untidy writing
Breaks delicate objects
Hurts friends easily
- Sensory-seeking (looks like hyperactive behaviour)
Deliberately bumps into objects/people
Sucks/bites objects
Loves rough and tumble games
Grinds teeth
Loves jumping
Prefers tight clothes/accessories
Vestibular system
- Over-responsive
Dislikes swinging/spinning/sliding
Moves slowly
No risk-taking behaviour
Uncomfortable when moving e.g. escalator/elevators
Appears clumsy
- Under-responsive
Doesn’t get dizzy when swinging
Poor protective extension in arms and legs
- Sensory-seeking (looks like hyperactive behaviour)
Can’t sit still
Craves intense movement
Adrenaline junkie
- Gravitational insecurity
Fear of falling
Fearful of heights
Anxious when feet leave the ground
Fearful when head is not in the upright position
Avoids new positions/postures
Moves slowly and carefully
Treatment
ADHD
- Medication prescribed by a paediatric neurologist / psychiatrist
- Occupational therapy – delays which have been caused by not focusing in class
- Low GI diet
- 1 hour of physical exercise daily
- Play therapy: poor self-esteem issues/depression because of labelling
Postural control

- Occupational therapy addressing the proprioceptive and
- vestibular system
- Paediatric physiotherapy addressing the vestibular system
- (I prefer referring kids under 2 to a paediatric physio)