Understanding ADHD: A Different Learning Style

The Trastorno por Déficit de Atención con Hiperactividad (TDAH), known in English as ADHD, is a neurodevelopmental disorder that was first officially listed in the DSM III manual. This manual is published by the American Psychiatric Association and is often referred to as the bible of psychiatry. The classification appeared in the 1980s as a subtype of attention deficit disorder, though historical references to the condition exist from earlier periods.

The disorder is clinically defined by a specific triad of behaviors. These include impulsivity, a lack of attention, and an excess of movement, known as hyperactivity. While these symptoms are the standard criteria for diagnosis, the article proposes a different perspective on the condition itself. It suggests that the diagnosis should not be viewed strictly as a failure of the child, but rather as a mismatch between the child and their environment.

To support minors diagnosed with this neurodevelopmental disorder, experts recommend avoiding negative judgments and labels. The summary emphasizes that focusing on the child's context or developing personalized study techniques is fundamental for their success.

The Trastorno por Déficit de Atención con Hiperactividad (TDAH) has a specific place in the history of psychiatry. It first appeared in the DSM III, the diagnostic and statistical manual of mental disorders published by the American Psychiatric Association. This manual is widely considered the bible of psychiatry. The condition was introduced in the 1980s as a subtype of attention deficit disorder, although there are references to similar symptoms in earlier medical history.

Clinically, the condition is defined by a specific set of behaviors. This tríada (triad) consists of three main components:

• Impulsividad (Impulsivity)
• Falta de atención (Lack of attention)
• Exceso de movimiento (Hyperactivity)

These symptoms form the basis for the diagnosis, helping professionals identify the disorder in children and adolescents.

When discussing why this specific set of behaviors is labeled a trastorno (disorder), the article offers a colloquial analogy to reframe the perspective. The comparison suggests that a child or adolescent with TDAH is like a coche deportivo (sports car) driving on a secondary road. In this scenario, the child is the high-performance vehicle, and the environment is the road.

The metaphor implies that the struggle is not necessarily a failure of the child—the sports car—but rather a failure of the context—the road. If you place a Fórmula 1 (Formula 1) car on a secondary road, it will struggle to function properly. However, if you place that same car on a carrera de carreras (race track), it functions perfectly. This suggests that children with TDAH may thrive when placed in environments that suit their high-energy, high-performance nature.

Based on the understanding of TDAH as a neurodevelopmental disorder, the article outlines key strategies for helping minors diagnosed with the condition. The primary recommendation is to avoid juicios (judgments) and etiquetas negativas (negative labels). Shifting the focus away from stigma is considered essential for the child's development.

Instead of focusing on the deficit, the article suggests two main approaches to support these learners:

1. Contextual Focus: Adjusting the environment to better suit the child's needs, similar to moving the Formula 1 car to the race track.
2. Personalized Techniques: Developing specific study techniques tailored to the individual child's learning style.

By centering efforts on these areas, the goal is to create a supportive framework that allows the child to navigate their learning journey successfully.