Hyperactivity disorders include the ones characterised by inattention, impulsivity and hyperactivity. The number of children with a hyperactivity disorder (as defined by ICD-10) is likely lower than the number of children with ADHD (as defined by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as hyperactivity disorders have a more restrictive set of criteria.
Behavioural (or conduct) disorders are a group of disorders characterised by repetitive and persistent patterns of disruptive and violent behaviour in which the rights of others, and social norms or rules are violated.
A child of 6 years was referred for difficulties across a variety of developmental areas. William (not his real name) did not have any formal diagnosis but had some difficulties with writing and reading. The initial referral and consultation highlighted the fact that Willliam was very small for his age, summer born and immature across most developmental areas in comparison to his peers. Initially, the referral focused on the output William produced, reading words and writing sentences. However, as the consultation progressed, there also appeared to be some other difficulties with social and physical development.
A child of seven years was referred due to difficulty retaining information in the classroom and concerns over general learning ability. The referral was from a school Special Educational Needs Co-ordinator (SENCO) and the outcome was around considering the nature of Tim’s (not his real name) difficulties and appropriate provision to support these needs further.
A girl of six years was referred for an Educational Psychology Assessment. Jane (not her real name) was currently in Year 1, but according to her chronological age should have been in Year 2. She has a diagnosis of Down’s Syndrome and an Education Health Care Plan (EHCP) for additional support over and above that provided in school, in order to meet her needs.