Abstract
Objective
Previous literature has found that it can be difficult differentiating between trauma disorders and Attention-Deficit/Hyperactivity Disorder (ADHD), and that children diagnosed with ADHD have higher exposure to traumatic events compared to children without ADHD. This current case exemplifies the complexity of factors involved in ADHD, including history of trauma.
Method
Patient is an 11 year old, African American, cisgender male. History is significant for childhood neglect, trauma, and housing and caregiver instability. He carries a diagnosis of ADHD for which he receives psychiatric and therapeutic treatment. Neuropsychological evaluation was pursued due to concerns regarding academic skill development, attention/concentration, potential trauma reactions, and socialization skills. In particular, patient’s guardians sought evaluation to parse out what may be neurodevelopmental concerns (ADHD) versus challenges associated with his history of trauma and neglect.
Results
On objective measures of executive functioning, patient displayed some difficulties with planning and inhibition. Additionally, on parent and teacher forms (BASC-3 and BRIEF-2), significant concerns were noted regarding attention, hyperactivity, and other domains related to executive functioning. Parents and teachers also reported concerns regarding conduct, anxiety, and atypicality. Additionally, on the BASC-3 self-report, patient reported low self-esteem—a symptom common in both ADHD and trauma-related disorders.
Conclusions
This case demonstrates the difficulty of parsing out ADHD symptoms from trauma reactions. The purpose of examining this case is to further explore the relationship between trauma and ADHD, as well as to add to the conversation regarding the misattribution of symptoms related to trauma as being solely ADHD or behavioral in African American, pediatric males.
Attention deficit hyperactivity disorder in African American children: What can be concluded from the past ten years?