Is My Child’s Behavior Typical? When to Consider an ADHD Evaluation

By Dr. Connor Fais

All kids get fidgety, lose focus, or have meltdowns sometimes. That’s part of being a kid. But it’s natural to wonder: Is this normal, or could it be something more?

Three things to watch for are whether attention struggles affect schoolwork, whether impulsivity or focus issues show up in different places like home, school, or with friends, and whether challenges with emotions or self-control seem out of step for your child’s age or are not improving over time. Noticing these patterns could help you know when it might be worth seeking guidance. A pediatrician or psychologist may help figure out whether this is Attention-Deficit/Hyperactivity Disorder (ADHD) or just typical behavior.

Attention and Academics 

What’s typical: Young children are easily distracted. They might start cleaning their room but end up building a Lego tower instead, or drift off during a story. With a gentle reminder, most kids can get back on track. As children grow, they usually improve at following directions and finishing schoolwork, even when it is not their favorite task.

When it might be more: Some children struggle with attention in a way that affects school performance. For example, they may lose focus during lessons, forget to bring materials home or to class, or have trouble finishing homework because of distractions. Supporting attention skills early could help set the stage for stronger academic skills later (Arnett et al., 2013). If your child often falls behind because of focusing issues, it may be helpful to check in with a professional.

Energy and Impulsivity

What’s typical: Kids have lots of energy, so preschoolers often interrupt, blurt out answers, or have a hard time waiting their turn. Most children gradually get better at pausing, listening, and managing their energy as they grow.

When it might be more: If your child continues to struggle with self-control beyond the age when most kids are learning these skills, it could signal something more. Impulse control usually improves with age (Best & Miller, 2010; Tervo-Clemmens et al., 2023). Signs to watch for include blurting out answers, having trouble waiting turns, or getting easily distracted during tasks in more than one setting, like home and school. If these behaviors are persistent, talking with a professional could be helpful.

Difficult Feelings and Emotional Coping 

What’s typical: Feeling frustrated or upset is normal. Preschoolers might cry, stomp, or melt down when they are tired or frustrated. Most kids are able to calm down with a little help and gradually learn coping strategies like asking for help with words or taking a short break.

When it might be more: Some children have a harder time regulating emotions even as they get older. They may have frequent outbursts, like yelling when things do not go their way, hitting or pushing during disagreements, or getting frustrated over small tasks. These behaviors could make daily routines or friendships harder. Children who struggle with managing emotions may also have difficulties with focus and impulsivity (Graziano & Garcia, 2016). When your child’s reactions feel stronger or more frequent than peers, it may be a good idea to reach out for support.

What It Means for Your Child

All kids have days when they are distracted, energetic, or upset. What matters is whether these challenges start affecting schoolwork, show up in multiple settings, or do not improve as your child grows. Even if your child shows many of these behaviors, it does not automatically mean they have ADHD, but it could be a signal that talking with a professional could help clarify what is happening. You do not have to figure this out on your own. A pediatrician or psychologist may be able to help you understand what is going on and find ways to support your child.

If you have questions about your child, give us a call at Central Ohio Pediatric Behavioral Health, or send an online inquiry. We are here to help.

References

• Arnett, A. B., MacDonald, B., & Pennington, B. F. (2013). Cognitive and behavioral indicators of ADHD symptoms prior to school age. Journal of Child Psychology and Psychiatry, 54(12), 1284-1294.

• Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child development, 81(6), 1641-1660.

• Graziano, P. A., & Garcia, A. (2016). Attention-deficit hyperactivity disorder and children's emotion dysregulation: A meta-analysis. Clinical psychology review, 46, 106-123.

• Tervo-Clemmens, B., Calabro, F. J., Parr, A. C., Fedor, J., Foran, W., & Luna, B. (2023). A canonical trajectory of executive function maturation from adolescence to adulthood. Nature communications, 14(1), 6922.