Attention Deficit Hyperactivity Disorder

There are three categories of Attention Deficit Hyperactivity Disorder (ADHD): inattentive, hyperactive, and the combined type (Marcin & Roth, 2016). Students who show the inattentive type often get distracted, show poor organizations skills and concentration (Marcin & Roth, 2016). The impulsivity type is characterized with risk taking behaviour and interruption while the combined type students show a combination of hyperactivity and inattention. Nonetheless, boys and girls exhibit these symptoms differently. The combined ADHD could warrant further evaluation while the inattentive category often experiences low rates of referrals and identification. The low rates are a concern to teachers as they are likely to interfere with timely diagnosis and treatment.

There is no specific test for ADHD diagnosis; the diagnosis for all the types of ADHD is similar. Nonetheless, the criteria for diagnosing the combined ADHD type is somewhat different. Thus, of the three categories of ADHD, the combined ADHD would more probably attract attention and culminate in a parental or teacher requesting for potential evaluation of ADHD (Marcin & Roth, 2016).The reason is that an individual who demonstrates symptoms of combined type suggests that his or her symptoms do not fit either impulsive or inattention behaviour (Moldavsky et al., 2013). Thus, for a student who exhibits both hyperactive and inattention behaviour means that the teachers and the parents will need more evaluation from a doctor who will investigate the presence of six or further symptoms fromhyperactive active and inattention ADHD.

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Therefore, there is a need for an evaluation in the form of a thorough medical scrutiny to rule out other possible conditionssuch as anxiety disorder or learning disabilitythat can appear as ADHD. There might be a need for teachers or parents to request for investigation of the combined ADHD because many people having or lacking ADHD demonstrate some level of impulsive or inattentive behavior (Hamed, Kauer, & Stevens, 2015). However, these are often more evident in individuals with ADHD. In a situation where the behavior occurs more frequently and interrupts with how an individual functions at school or at home or in social situations might necessitate the evaluation of the six or more symptoms from inattentive or hyperactivity behavior.

Learners with inattentive category of ADHD have generally documented lower rates of referral and identification. The reason is that whereas learners with the predominantly hyperactive ADHD type may demonstrate aggressive activity, the ones with the inattentive category may show more withdrawal (Marcin & Roth, 2016). In addition, given that such children that exhibit less disruption compared to the children who are highly impulsive, many of such students who have predominant inattentive ADHD often go unnoticed and are therefore largely unassisted (Moldavsky et al., 2013). Furthermore, women have had fewer referrals and identification rates and have least likelihood of being diagnosed because the parameters used in diagnosis and examinations have customarily laid focus on males.

Teachers might be concerned about the low rates of inattentive ADHD patterns because most parents could perceive the issue as less problematic and thus delay diagnosis of the problem (Hamed, Kauer, & Stevens, 2015). Furthermore, most parents could lack the ability or motivation to search for diagnosis or treatment because of financial factors and psychosocial stressors. As a result, evaluations using specialized services could lead to low rates of identification for the inattentive category of ADHD.

To sum up, it has been established that the combined ADHD could warrant for further evaluation. The lower rates for of inattentive ADHD could arise because the condition is often masked by other conditions, which might not necessarily fall under ADHD. Furthermore, unlike the hyperactive ADHD, learners with inattentive ADHD category might never show any signs of the conditions making it to go unnoticed. Finally, teachers are often concerned about the low rates of identification because the parents could consider the condition as less problematic leading to delayed diagnosis.



Hamed, A. M., Kauer, A. J., & Stevens, H. E. (2015). Why the diagnosis of attention deficit hyperactivity disorder matters. Frontiers in psychiatry6, 168.

Marcin, A, & Roth, E. (2016). ADHD: recognizing symptoms, diagnosis, and more. Retrieved on 20 April 2017, from <>

Moldavsky, M., Groenewald, C., Owen, V., &Sayal, K. (2013). Teachers’ recognition of children with ADHD: Role of subtype and gender. Child and Adolescent Mental Health18(1), 18-23.