Attention-Deficit/Hyperactivity Disorder (ADHD) affects both children and adults, though the symptoms, impact and diagnostic process can vary with age or developmental stage. Understanding these differences can help families, teachers and individuals spot the signs early and get support as needed.

Diagnosing ADHD in Children

For kids, ADHD often shows up as trouble focusing, forgetfulness, disorganization and poor time management. Some  kids also exhibit a high energy level and impulsivity (e.g., interrupting others, lacking a “filter” or not waiting their turn). These behaviours are often evident in school, at home and with friends, especially once kids start school and are expected to sit still, follow routines, listen patiently and complete tasks effectively – all in a highly distracting environment. ADHD behaviours can be more evident in one or the other environment, depending on factors such as structure, support, anxiety level and cognitive ability. It is important to consider how the child is functioning in various environments and what is required to get them functioning effectively. Students with ADHD can often achieve excellent grades, but at a high cost to them as well as to their parents.

Steps in Diagnosis:

• Get a good clinical history: It is critical to take a thorough history of a child’s behaviour and functioning at home, in school and with friends. A family history is also important, since ADHD is highly genetic.
• Neuropsychological testing: This process is recommended to get a thorough picture of a child’s strengths and challenges, and to rule out other difficulties that may look like or worsen ADHD, such as learning issues, anxiety, depression and autism. Direct observations of the child are also made throughout the testing process.
• Observation in school: Although optional, it is often helpful to observe a child in the classroom setting and to talk to their teacher(s) directly. This is done in the guise of a “classroom visitor,” so the child does not change their typical behaviour.
• Rating scales: Parents, teachers and children who are old enough fill out standardized questionnaires to see if their behaviour matches typical ADHD patterns. Co-occurring conditions are also examined (e.g., anxiety, depression, autism), particularly if there are signs in the clinical history.
• Putting it all together: Once all testing, observations and questionnaires are completed, the psychologist meets with the family to share results and diagnoses, and to make suggestions for intervention. This can include therapy or coaching, medication, adaptations in school, etc.

Diagnosing ADHD in Adults

ADHD symptoms can change with age, making adult diagnosis a bit more complex. Instead of hyperactivity, adults often feel “mentally restless.” However, struggles with attention, organization, staying on task and managing responsibilities are common signs. Many adults realize they may have ADHD after experiencing work or relationship issues that echo symptoms from their youth. Many have somehow managed to compensate, but at some point, the environmental demands exceed their ability to cope or they are simply exhausted from the extra effort required. They may also struggle with keeping a job or relationship, maintaining a home, managing money, driving safely and avoiding excessive substance use.

Steps in Diagnosis:

• Looking back at childhood: A detailed history is once again critical, examining the presence of ADHD symptoms in childhood and adolescence. This helps determine if their challenges were lifelong versus recent.
• Evaluating current functioning: It is also critical to learn about how an adult functions day to day at home, at work and in relationships. Their functioning can vary significantly according to environment, support network, developmental stage, hormonal factors and so on.
• Rating scales: Standardized questionnaires are completed by the adult and someone who knows them well, both currently and (if possible) in childhood. This information provide insight into an adult’s symptoms across different areas of life, including school, work and relationships.
• Neuropsychological testing: While not essential in an adult assessment, some individuals desire comprehensive testing to rule out cognitive or learning challenges. A single session of ADHD-specific testing can also be requested, and this will often be recommended by the psychologist if the questionnaire data are inconsistent.
• Distinguishing ADHD from other conditions: It is particularly important to look for co-exiting conditions in adults (e.g., anxiety, depression, autism, learning disorders) and deducing the relationship between these conditions. Are they independent? Does one impersonate or worsen the other, and if so, in which ways? This understanding will dictate future paths to success.
• Putting it all together: With all relevant information collected, a feedback session is held to go over the findings, diagnoses and recommendations. For adults, these can include therapy or coaching, medication, adaptations in school or in the workplace, etc.

Key Differences

1. Hyperactivity vs. Restlessness: Kids tend to show physical hyperactivity, while adults experience internal restlessness or more subtle fidgetiness.
2. Where Symptoms Show Up: Kids’ functioning is examined at home, in school and in social settings; for adults, work and relationships are key areas of focus.
3. Coping Mechanisms: Many adults develop compensatory strategies to manage symptoms over time, making their ADHD less obvious than in kids.

Moving Forward

ADHD affects people of all ages but can look somewhat different as we grow. Knowing the signs and seeking an evaluation can make a big difference, since the right interventions, support and strategies can lead to meaningful improvements in daily life. For both kids and adults, a thorough assessment is the first step toward better focus and well-being.