Attention deficit hyperactivity disorder: age and gender aspects

The article is devoted to a comprehensive analysis of attention deficit hyperactivity disorder (ADHD) through the prism of its historical development, clinical manifestations, as well as age and gender specific features of the course. The evolution of scientific ideas about this disorder is traced from the first descriptions of atypical behavior of children in the works of the 18th–19th centuries to the modern classifications of DSM-5 and ICD-11. It is emphasized that ADHD is one of the most common neurodevelopmental disorders that affect cognitive functioning, emotional sphere, social adaptation and quality of life of an individual. Neurobiological, genetic, psychosocial and environmental factors of the development of ADHD are revealed, which confirms its multifactorial nature. A review of scientific studies is presented that prove the connection between the structural and functional features of the brain and the symptoms of the disorder, and also emphasize the role of heredity and adverse perinatal conditions. Particular attention is paid to the age dynamics of manifestations: in preschool age, hyperactivity and impulsivity prevail, in primary school age – inattention, in adolescence – emotional lability and a tendency to risky behavior, and in adulthood – disorganization, difficulties with planning, interpersonal relationships and professional activities. It is highlighted that the symptoms of ADHD do not disappear completely with age, but are transformed, maintaining an impact on the quality of life. Gender differences are analyzed, namely: boys are more often diagnosed with hyperactive-impulsive and combined types of the disorder, while girls are mainly diagnosed with inattentive, which often remains unnoticed and leads to late diagnosis. This causes a difference in the clinical picture, social consequences and the need for specific support strategies. Attention is focused on the fact that stigmatization and lack of awareness in society complicate the process of timely detection and correction of ADHD. The need for an interdisciplinary approach that combines medical, psychological and pedagogical strategies to provide comprehensive care for individuals with this disorder is emphasized. Early detection of symptoms in children, a gender-oriented approach to diagnosis, and further study of ADHD manifestations in adults and the elderly are considered promising.