I Might Have ADHD – A Study Into Attention Deficit Hyperactive Disorder

Author: Samuel Neudeck Date: January 25, 2022

Long Long Ago in A Galaxy Far Far Away there was a rubber eraser starship with pencils and cockpits and thrusters, zooming at the speed of my hand toward another rubber eraser of a different color and shape(also with cockpit and thruster). The two were bound for an imminent collision in space and possibly time. Just seconds before impact! What’s That noise?!

“Mr Neudeck?… Mr. Neudeck?…. Young Man, What ARE You Doing?”

The words became clear asI looked up from my desk in the fifth grade classroom to see my teacher, Mr. Walters, with his hands clasped behind his back staring down at me over with wide glasses and a sarcastic smile across his face.

“Um, I was… Uh?” I Stammered…

“What Have You Got In Your Hands?” The teacher asked.

I raised up the lid of my desk to reveal the two dire enemies I was battling in the abyss.

“I don’t know,” I said. (wrong answer I thought)

The starships got impounded and I was forced to try and pay attention once more to the math lecture being given about multiplication or something like that. This wasn’t the first time I got distracted in the classroom. I knew Mr. Walters always had an eye on me and would tell me how brilliant and creative I was but also how distracted and unfocused I tended to be with my schoolwork. He knew I wasn’t a troublemaker or an instigator. I was simply distracted and had a bigger imagination than most. While my Fifth grade teacher had a soft heart for interesting kids like me, other teachers, mentors, friends, and close family members didn’t see it that way.

I could recount hundreds of times like this from early childhood all the way through the present day sitting here at my desk in the late winter of 2022, where Symptoms of ADHD showed themselves more predominantly than I care to admit (you’ll understand why that statement is funny later).

All my life I have been plagued by other misunderstandings and misrepresentations of my character due to a difference in cognition. It has made it a struggle to complete school, hold down a job, maintain a balanced home life, and even grow in my spiritual faith. Up until recently I did not know I even had this condition. I couldn’t explain why I always lost my keys, wallet, phone, pens, keys, watches, tie clips, keys, charger, laptop, keys, bills, documents, photos, keys… You get the picture.

Being told by multiple people many times throughout my life that I probably have ADHD, I wrote it off as nonsense and not a real condition. However, I could never fully explain to others how my brain worked. Constantly being misunderstood, late to work, disorganized at home, and spacing out of conversations wasn’t cutting it for me. As I began to set aside my bias and really look at what these people were saying I struggled with I discovered so many similarities between the symptoms and my own experiences. But again I said, “no way.” That’s just doing the whole WebMD thing and acting like a hypochondriac. You’re fine Sam. Yet something nagged at me. I dug deeper.

This presentation is a compilation of all my research on the subject. Everything there is to know about ADHD, what it is, how it functions, what it looks like, and most importantly… the proper biblical response.

What Is ADHD?

ADHD Definitions

ADHD is a neurodevelopmental disorder as classified by the American Psychiatric Association. There are two standard working definitions of ADHD. It is a condition that Affects both children and adults and requires at least 6 symptoms exhibited beyond the appropriate age that significantly impair multiple aspects of one’s life(home, school, work) that have persisted for at least six months, present before the age of 12, can’t be explained by a different condition.

DSM 2013 – ADHD ( Attention Deficit Hyperactivity Disorder) – neurodevelopmental disorder –
American Psychiatric Association

“a persistent pattern of inattention and/or. hyperactivity/impulsivity that interferes with functioning or development.”

ICD – 10 Code: F90.9

“A behavior disorder originating in childhood in which the essential features are signs of developmentally inappropriate inattention, impulsivity, and hyperactivity. It can significantly impair academic, social and work performance.”

History of ADHD

375 BC -The earliest mention by Hippocrates. He was known to have made at least one reference to some patients who could not keep their focus on any one thing for long and had exceptionally quick reactions to things around them. He thought the cause was an “overbalance of fire over water” and recommended a bland diet that included fish but little other meat, a lot of water, and lots of physical exercise.

1798 AD – earliest description of ADHD – Scottish doctor, Sir Alexander Crichton, noticed some people were easily distracted and unable to focus on their activities the way others could. He reported that these symptoms began early in life. That’s consistent with what we now call attention deficit hyperactivity disorder (ADHD)

1902 AD – Pediatrician Sir George Frederic of Britain described “an abnormal defect of moral control in children” He discovered that they were intelligent but unable to control their behavior the way a “normal” child would.

1936 AD – The FDA approved Benedrine as medication and Dr. Charles Bradley, found that some side effects of the medication would improve young patients’ behavior and improve the ability to learn in school.

1952-1968 AD – First and second editions of the DSM(diagnostic statistical manual of mental disorder) released but did not include ADHD as a listed disorder.

1955 AD – FDA approves Ritalin and gains popularity for treatment of ADHD allowing more research to be done.

1980 AD – The term “Hyperkinetic Reaction of childhood” is changed to ADD(Attention Deficit Disorder).

1987 AD -Term ADHD(attention hyper deficit disorder) coined and added to the DSM manual.

1990’s AD – More medications, research, and clinical diagnosis allow further expansion into understanding ADHD and possible treatments.

2020 AD – Genetic study released by national library of medicine showing a definitive link to ADHD being around 80% genetically inherited.

Subtypes Of ADHD and Their Symptoms

There are 3 subtypes of ADHD classifications. Each one can range in severity exhibiting more or less of the given symptoms.

Inattentive ADHD

Inattentive ADHD can be obscure and difficult to diagnose. People with this subtype are more reserved and not necessarily disruptive. Inattentive ADHD people struggle to pay attention and are very easily distracted, though they do not exhibit hyperactive behavior. These folks may appear spacey or shy and are often perceived as daydreaming or uninterested. Because the standard behavior of a person with inattentive ADHD is not blatant or disturbing, this particular classification sometimes goes unnoticed.

The inability to pay attention is one of the main characteristics of inattentive ADHD. Students with inattentive ADHD lose focus during tests, leave classwork unfinished, and make careless mistakes on assignments. Their short attention spans can cause disorganization and forgetfulness. Oftentimes, these people misplace important possessions. Persons with this form of ADHD may frequently zone out in the middle of a conversation. When a person with inattentive ADHD has these symptoms, their behavior may be misinterpreted as uninterested, rude, lacking dedication, or conceited, which further increases anxiety levels and causes extreme amounts of stress and frustration.

The 9 Symptoms of Inattentive ADHD

1. Lack of attention to detail

Someone with inattentive ADHD may not pay careful attention to classroom assignments or household chores. Accordingly, a lack of attention to detail can be classified as a symptom if the person displays consistent careless mistakes or almost never completes a task thoroughly.

2. Trouble staying focused

The inability to remain focused on schoolwork, tasks, or long-term projects is another symptom of inattentive ADHD. This trouble with focus is most easily observed in a classroom, home life and work, as these persons present a difficulty committing to an activity for any significant amount of time.

3. Frequent spaciness

Someone with inattentive ADHD may consistently get lost in their thoughts, struggle to listen, or zone out. These behaviors are often written off as daydreaming, which may cause a delay or complete oversight of the diagnosis. Frequent spaciness may appear as if the person does not listen when spoken to or as if they are mentally elsewhere.

4. Difficulty following instructions

Someone with inattentive ADHD commonly finds it challenging to comply with instructions or rules in a learning or work environment and may struggle to complete tasks or perform them in a specific manner. People with this challenge may have the right answers but be completely unaware of how they arrived at their conclusions.

5. Lack of organization

People with inattentive ADHD may struggle to organize tasks or manage their time wisely. This symptom can result in increased levels of stress, mood swings, or anger in the person or those in close proximity. Lack of organization may be accompanied by a lack of focus and is often displayed as difficulty with executive functions, specifically keeping track of objects, setting goals, cleaning, multitasking, making complex decisions, and remembering appointments or instructions.

6. Easily distracted

A Person with inattentive ADHD frequently becomes distracted, even during tasks that are typically enjoyed. This behavior is often most noticeable when the person is telling a story, hanging out with friends, or watching TV and movies.

7. Forgetfulness

Repeated forgetfulness is also a common symptom of inattentive ADHD. This symptom can result in the complete omission of critical tasks or steps in a process and can continue into adulthood to cause missed bill payments, appointments, or essential job duties.

8. Often misplacing possessions

A person with inattentive ADHD might regularly lose necessary materials for school or general daily activities. These people display an unconventionally high level of misplacement of important items, such as keys, writing utensils, homework, outerwear, or glasses.

9. Difficulty sustaining mental effort

Another symptom of inattentive ADHD is the reluctance to perform tasks and activities that require significant concentration or long-term focus. The extreme difficulty to sustain mental effort causes these people to greatly dislike or even completely avoid activities that call for persistence or diligence, such as completing forms or writing assignments.

Hyperactivity or Impulsive ADHD

Hyperactive-impulsive ADHD is often identified at a very young age. This subtype of ADHD is characterized by a constant urge to move and a difficulty controlling impulses. Due to the nature of hyperactive-impulsive ADHD, it is extremely noticeable and embodies the general public perception of this learning challenge. Some of the primary symptoms of hyperactive-impulsive ADHD are constantly moving, frequently fidgeting, or playing with any objects within reach. Children with this subtype tap their hands or feet, squirm in their seat, or walk away from their desk mid-lesson. Additionally, people with hyperactive-impulsive ADHD exhibit an inability to control impulses. They are often singing or talking to themselves and struggle to participate in quiet activities. Blurting out responses, incessant talking, immediate retaliation, and a lack of anger management are all conventional signs of hyperactive-impulsive ADHD.

9 Symptoms of Hyperactive/Impulsive ADHD

1. Fidgeting and Squirming

People with hyperactive-impulsive ADHD often struggle to sit still, especially for extended periods of time, and they may appear to exhibit some form of constant movement. Common examples include lightly tapping a pencil, squirming and shifting in a seat, wiggling feet or legs, and fiddling with anything within reach. This behavior is most easily observed in a classroom or lecture setting, at a movie or at mealtimes.

2. Trouble staying seated

A person with hyperactive-impulsive ADHD may have trouble staying in his or her chair. These people feel compelled to stand up and work or even roam around the room when they’re supposed to be seated. This behavior is extremely noticeable with children in the classroom and can distract fellow students.

3. Inappropriate running/climbing

A person with hyperactive-impulsive ADHD can display restlessness in the form of running, jumping, or climbing in inappropriate situations. These people consistently struggle to resist the urge to release their energy, even against their own better judgment.

4. Difficulty playing quietly

Regular difficulty remaining quiet during playtime or leisure activities is another symptom of hyperactive-impulsive ADHD. This behavior can be observed in children at recess, during naptime or silent reading, at home, or while playing with friends.

5. Hyperactivity

A person with hyperactive-impulsive ADHD is frequently hyperactive and displays an overall excessive increase in motoric and physical activity. Examples of hyperactivity include jumping, bending, or skipping when standing still is expected and is therefore easily observed in school or sporting activities.

6. Excessive talking

Talking excessively is another very common symptom of hyperactive-impulsive ADHD. These people battle with impulsivity control and blurt out thoughts or responses. Excessive talking is often described as hyperactivity with words, “word vomit,” or inappropriate babbling. This symptom can be aggravating for both parents, teachers, spouses and just about anyone and is typically noticeable in several different environments.

7. Lack of patience

People with hyperactive-impulsive ADHD may display a severe lack of patience. These people struggle to wait their turn, wait in line, or apply themselves to long-term projects or tasks. This symptom is typically observed at organized functions such as fairs, theme parks, or other outings.

8. Inability to filter thoughts

A person with hyperactive-impulsive ADHD commonly struggles to filter his or her thoughts and often contributes irrelevant information. The inability to filter thoughts and actions inhibits and disrupts daily communication. Accordingly, this symptom is noticeable across a wide range of situations.

9. Frequent interruption

Frequent interruption is another common symptom of hyperactive-impulsive ADHD . These people often interrupt conversations, impose upon others, intrude on games or activities, or use others’ things without hesitation or permission. This behavior can be observed in the classroom setting or while the person is spending time with friends.

Combined Retentive ADHD

Combined presentation ADHD is a combination of both hyperactive-impulsive and inattentive ADHD. People with combined presentation ADHD struggle in several areas of each classification, though they progressively display less difficulty with hyperactivity and impulsivity as they reach adolescence. To be diagnosed with combined presentation ADHD, a person must exhibit multiple signs of both forms of ADHD in a variety of settings and for a duration of at least six months. People with combined presentation ADHD are easier to identify than with other subtypes of ADHD. These energetic people are impulsively interrupting others, misplacing belongings, fidgeting in their seats, and intermittently spacing out. They may find school extremely challenging and frequently reflect their frustrations with poor attitude and outbursts. Boundless energy and discomfort coupled with a severe lack of focus and an intense emotional capacity create an abundance of anxiety and erratic behavior.

Causes of ADHD

While there isn’t an exact science to ADHD but there are a lot of scientific factors explaining what may cause ADHD.

Environmental – Having a sibling or close family member can lead to increased development of ADHD.
Genetic Factors – research shows genetics may play a role in ADHD but it is not one specific gene or sequence that results in ADHD, Rather is most likely a combination of several genetic malfunctions that when combined determine the severity of the symptoms. These genes are closely tied to the production of neurotransmitters in the brain.

The Science of ADHD

Neurons are tiny cell receptors in the brain that fire impulse signals called neurotransmitters back and forth as a way of communication. A neurotransmitter chemical called dopamine gets released during brain activity associated with getting rewards, impulses, and risk taking.

Norepinephrine is another neurotransmitter that is associated with attention and arousal. The basic science goes that lower amounts of these two specific transmitters contribute to symptoms of ADHD.

Interesting ADHD Related Terms

Emotional Dysregulation: an emotional response that is poorly regulated and does not fall within the traditionally accepted range of emotional reaction. It may also be referred to as marked fluctuation of mood, mood swings, or labile mood.

Alexithymia: Problems with feeling emotions; Emotional blindness: comes across as unfeeling and uncaring, frustrated with their own feelings. Emotional responses are usually canned on what others expect them to say when they need time to think. Lonely and confusing for people trying to connect with them. Common in ADHD (no diagnosis)

Strengths & Weaknesses of ADHD

Weaknesses:

Higher Risk For negative life outcomes (divorce, job loss, accident, addiction)
- It is virtually invisible and hard to recognize
Many have coexisting conditions like anxiety, depression, learning disabilities
If someone exhibits ADHD characteristics a lot others tend to assume:

They Just don’t care
They’re not trying hard enough
They’re just not good at whatever they are doing.
They must be a bad person
They can’t stay focused
- Needs the right support or else these assumptions can be incredibly impairing
- Thoughts simply just don’t stop

Strengths:

“Twice Exceptional” – Some ADHD persons present high levels of intelligence, functionality and the ability to learn many things well and are known as “twice exceptional.”
Hyperfocused on tasks
An overabundance of thoughts and ideas, the ability to connect different thoughts together in a new way.
Qualities of Impulsivity, distractibility can translate into creativity, curiosity, a willingness to take risks and an ability to think outside the box.
With proper management having ADHD can give you major advantages in excelling in vocational studies, hobbies, and areas of influence.
Careers in music, art, drama, the visuals, or scientific discovery are well suited to ADHD persons.

Treatments For ADHD

At the present time in history ADHD is not curable. Modern Psychology only has two solutions and they work together. This is called Multimodal. They use a combination of behavioral therapy and medication to relieve symptoms and build better life management skills.

Medication used for ADHD:

Adderall XR (amphetamine)
Concerta (methylphenidate)
Dexedrine (amphetamine)
Evekeo (amphetamine)
Focalin XR (dexmethylphenidate)
Quillivant XR (methylphenidate)
Ritalin (methylphenidate)
Strattera (atomoxetine hydrochloride)
Vyvanse (lisdexamfetamine dimesylate)

Behavioral Therapy

The goal of behavioral therapy is to replace negative behaviors with positive ones. Behavioral therapy does this by teaching strategies to improve problem areas like organization, focus, and impulse control. Some people find that behavioral therapy helps them effectively manage their ADHD symptoms without medication.

Biblical Counseling Treatment

Similar to Behavior Therapy there is an option few recognize. It’s called “Biblical Counseling” or “Nouthetic Counseling.” Got Questions.org defines it this way:

“Quite simply, “nouthetic” counseling is biblical counseling—it gets its name from the Greek work noutheteo which is usually translated “admonish” (Romans 15:14, NKJV). It means “to confront as a friend” and was the normal method of counseling before modernists invented secular psychology in the early 1900s.

Nouthetic counseling is a refreshing return to a strictly biblical method of problem-solving. Instead of focusing on the problem and expecting years of therapy, nouthetic counseling focuses on the biblical solution and expects the counselee to change—by the power of the Holy Spirit—conforming to the biblical model presented (Romans 8:28-29). Nouthetic counseling is effective for believers and begins with the evangelism of those who are not believers because biblical counselors understand that only believers can understand the deep truths of God (1 Corinthians 2:14). Since all believers have the Holy Spirit and God’s Word to change them (1 Corinthians 6:9-11; Galatians 5:16), biblical (nouthetic) counseling depends on the Holy Spirit to change the believer, using God’s Word as it was intended—to teach, rebuke, correct and train in righteousness (2 Timothy 3:16).”

It is important to recognize that ADHD has spiritual implications. The Bible speaks to many of the behavioral symptoms associated with ADHD. Understanding that ADHD are lifelong medical conditions and knowing some of the ways the conditions can be treated help us better equip those with ADHD to follow godly standards. Also, knowing that the hope of the gospel and the truth that God is transforming each of us gives us grace for those suffering from ADHD. No one lives a godly life easily. Recognizing our limitations—be they the general limitation of a sinful nature or a medical limitation that affects our brain or an emotional wound that affects our ability to relate—helps us be more aware of our weaknesses and more attuned to the ways in which God can show Himself strong in that area (2 Corinthians 12:9–10). With that in mind, let’s look at what the Bible says about the behaviors associated with ADHD.

How Would Someone With ADHD Describe Their Brain?

Swirling Lights Model

Imagine there are a million tiny balls of light swirling round your head in completely random patterns so fast you can’t distinguish one from the other. Like something out of a sci-fi movie. You reach up and grab one. It pulses in your hand and shakes violently with vigor trying to escape. You peek through the cracks in your fist at the orb and see it contains some new idea. As you do it surges excitement and energy allt through your body and you begin to explore all the little possibilities you could do with that knowledge. But only after a few seconds you can’t hold onto it anymore and it flies out of your hand back into the swirling ball of light. Drats. Good luck finding that one again.

Ideal Solution: Mason Jar with a lid.

Fan Blade Model

Like watching a spinning fan you can’t see the individual blades unless you sync your eye movement with just one particular blade. After trying several times you are able to follow one blade but only for a few rounds before you lose it again due to the speed of its rotation. Thinking you can quickly catch it again you focus again . Ta-Da! Oh wait nope… That’s a different blade. Now imagine the fan as your brain and the blades as your focused thoughts.

Ideal Solution: Turn off the fan