Worth pursuing?

[hibbledobble]

Reposted from sen due to lack of replies.

Dd, nearly 7, fulfills all the diagnostic criteria for adhd (short attention span, abnormally hyperactive, unable to stay still, impulsive, socially disinhibited etc). She has seen camhs, mainly due to poor behavior and emotional difficulties, who offered to put her forwards for an adhd diagnosis.

We declined, on the basis of not wanting 'a label' and her doing well at school. She is extremely intelligent, and exceeding expectations.

I'm however noticing more and more that her behaviour is not normal for her age, and think that we are perhaps wrong too discount a diagnosis just because she is intelligent.

What could the possible benefit be from a diagnosis? Is it worth going ahead?

I have already done a parenting course, as recommended by camhs, which was helpful. We don't want to medicate her.

We are in a similar position with my 8 year old DS.

What are your thoughts on pursuing a diagnosis jelly ?

My ds is similar, and when he was in nursery(2), he was referred to the diagnosis of ASD, which was inconclusive at that age.
He still shows traits of asd/adhd now at 9, but he is not having difficulty at school other than being a bit quirky child.
If the school suggest he should be referred to, I would take it.
I am also wary of medication, but irry af ds is to benefit from it, I would consider. As for a label, I wouldn't worry about it, only thing that matter is for him to have happy life.

It's interesting in that most threads I read along the lines of should I pursue a diagnosis? There is generally a resounding yes. But I think that is normally for a child who is struggling in school - socially and academically and whose parents are struggling to cope.
It seems that there is a general acceptance that very academically able children may be more 'quirky' also. I have considered the pros and cons a lot in relation to my DS who at aged 7 is very able and also very quirky but have come to the conclusion that there is nothing to be gained from it. The school have already said that as he is not actually struggling in any area they cannot justify giving him any extra support with or without a diagnosis. Like you I wouldn't consider medicating him and we don't need any help at home.
The best I can hope for in the current school is that they keep stretching him academically and protecting him from bullies.

One of the boy at my ds's ex-cur club was diagnosed with ADHD last year, and he is a totally different child with medication now. He was disruptive, aggressive and very impulsive up to the point he was dismissed from class regularly.
Now he is focused and calm, and seems very happy and enjoying his life.
Difference for my ds is that he isn't having any difficulty at school. He has tendency to fidget and can't concentrate if he isn't interested. But according to the teacher it's within normal range.
But if he turned worse, I would definitely consider getting diagnosed.

As someone who has been through the whole process I would say the label did little to help my son and although, as Irvine says, medication helped him focus more and control his impulsiveness in class but he hated it as he said he didn't feel himself.

Hibble, my instinct is to try and get as much info and help as possible from professionals but my husband is less sure. My son is doing fine (meeting expectations) in school but nowhere near where he could be if you go by IQ scores, because he doesn't focus and makes careless mistakes. But as mrz describes, I wouldn't want him to feel not like himself.

I think it's a good idea to get a diagnosis - it might not help now and you don't need treatment unless you want to pursu it - But the transition to secondary school is quite different. A teacher might only have your child for one lesson a week amongst hundreds so any quirks might be seen as misbehaviour etc. It's so different from one teacher who gets to know you so well. Puberty is a hard time for any child so I'd be inclined to get everything in writing whilst she is still achieving and vaguely complient

It's a difficult one. My DS1 is 9 and is waiting for a CAMHS assessment for ADHD.
He sees a paediatrician for an unrelated condition and she suggested that the referral was made. I've done parenting courses and he attends a Relax Kids group, but he still struggles hugely with focus and impulsivity.
He is very able but is nowhere near reaching his potential. His difficulties also affect him socially. I'm not keen on medication but if it helps him I'd give it a try.

I think if you have a diagnosis it can be helpful going forward through school. As she grows up her difficulties may well manifest in different ways, and it is helpful for teachers to be aware so they can use strategies to help her achieve her full potential.
Don't forget, in high school it all changes, and she has lots of different teachers, exams to sit etc.
Also, on the medication issue, if you have a diagnosis you are in a position to choose. She may be managing now, but if for example she starts struggling when she goes to high school, and you feel it warrants trying meds, you don't want to have to join a waiting list for diagnosis before you can get what she needs.
I understand the reluctance on medicating - I'd be wary too - but if it becomes necessary I'd want it to be available. I always think I'd medicate my child for eg diabetes, so I'd never rule it out if it would benefit them.
I don't have a child with ADHD but I do have 2 DC with SEN diagnosis.

"diagnosis - it might not help now and you don't need treatment unless you want to pursu it - But the transition to secondary school is quite different." When I said about the label not helping I probably should expand. His secondary school completely ignored it (and recommendations) because he was academically very able.

Thank you for all the input. I think there is a degree of her mot achieving to her full potential because of her possible adhd. She is extremely intelligent, and while at home she can do school work with me at 2 years ahead of her school year, at school she makes basic mistakes as she is careless and constantly messing about. I think due to her behaviour, her intelligence is often not seen.

Secondary school is a long way off, but these are interesting points, though it's sad to hear mrz that they were not helpful with you.

I'm still undecided so value any further input.

As a secondary teacher the diagnosis is helpful. It makes accessing support and funding MUCH easier. I work in a superselective. We have several students who need support. Intelligence is only one area of academic life. My own younger sister had support all the way through primary up to the end of her Masters degree (dyspraxia, dyslexia and what used to be called 'high functioning' autism).