Lethargy and fatigue are sometimes reported, but ADHD-PI is separate from the distinct cognitive disengagement syndrome (CDS).
The fast-acting amphetamine mixed salts (Adderall) and its derivatives, with short and long-acting formulations bind to the trace amine associated receptor and triggers the release of dopamine into the synaptic cleft.
[14] It is sometimes prescribed in adults who do not get enough vigilant concentration response from mixed amphetamine salts (Adderall) or get too many side effects.
[27][non-primary source needed] In some cases, children who enjoy learning may develop a sense of fear when faced with structured or planned work, especially long or group-based assignments that require extended focus, even if they thoroughly understand the topic.
If these children progress into adulthood undiagnosed or untreated, their inattentiveness, ongoing frustrations, and poor self-image frequently create numerous and severe problems maintaining healthy relationships, succeeding in postsecondary schooling, or succeeding in the workplace.
This is likely due to an adult's ability to make cognitive adjustments and develop compensating or coping skills to minimize the impact of inattentive or hyperactive symptoms.
[28] Some researchers have suggested that individuals with reduced or less overt hyperactivity symptoms should receive the ADHD-combined diagnosis.
Hallowell and Ratey (2005) suggest[30] that the manifestation of hyperactivity simply changes with adolescence and adulthood, becoming a more generalized restlessness or tendency to fidget.
In the UK, diagnosis is based on quite a narrow set of symptoms, and about 0.5–1% of children are thought to have attention or hyperactivity problems.
[citation needed] It is, therefore, important to ensure that a child's cultural background is understood and taken into account as part of the assessment.
In 1980, the DSM-III changed the name of the condition from "hyperkinetic reaction of childhood" to "attention deficit disorder" (ADD), as research by Virginia Douglas had suggested deficits in attention and impulse control were more important than hyperactive behavior for understanding the disorder.
Those diagnosed with ADD-H were distinguished as more prone to daydreaming and developing lethargic and hypoactive behaviors in academic settings.