Pathologies associated with ADHD

ADHD has been identified as an extremely heterogeneous disorder from a clinical perspective, with high rates of comorbidity with other disorders. It is estimated that around 40–80% of children with ADHD have an associated comorbid condition, which often persists into adulthood. The most frequent comorbidity is oppositional defiant disorder (ODD), followed by conduct disorder and mood and anxiety disorders.

In addition, other difficulties associated with the disorder are observed that negatively interfere with the child's family, school and social life:

Difficulties in social relationships

Children with ADHD, due to associated behavioral symptoms, often show difficulties in social interaction. They appear to be less appealing playmates and tend to be rejected by their peers. Children with a combined presentation are often more aggressive and intrusive during social interactions, while those with an inattentive presentation often seem absentminded and exhibit poorer memory in social situations.

Learning difficulties and academic performance

It is also common to find academic failure or learning difficulties associated with ADHD. They tend to have lower scores on standardized academic development tests despite having an intellectual capacity similar to that of neurotypical children. It is estimated that people with ADHD are three times more likely to repeat a grade and less than half as likely to complete secondary education compared to the general population. It is estimated that 20-25% of children with ADHD have an associated learning disorder.

Deficit in emotional self-regulation

Deficits in emotional self-regulation are characterized by poor modulation of emotional responses, impaired self-regulation of physiological arousal triggered by intense emotions, difficulty inhibiting inappropriate behaviors in response to strong emotions (positive or negative), difficulty redirecting attention away from strong emotions, and disorganization of coordinated behavior in response to emotional arousal. Several studies suggest a strong association between ADHD and emotional dysregulation. It has been shown that emotional regulation deficits in children with ADHD lead to significant social dysfunction, resulting in more disruptive interpersonal relationships (emotionally explosive, with low frustration tolerance and poor attention to social cues). These difficulties undoubtedly have a negative impact on children and their families. Therefore, it is important to focus on emotional functioning within the intervention plan.