Borderline - DEAN AMORY

The Symptoms and Treatment of Attention Deficit
Hyperactivity Disorder in Patients with Borderline
Disorder
by Robert O. Friedel, MD
Background
Attention deficit hyperactivity disorder (ADHD) occurs in about 25% of people with
borderline disorder; 5 times more often than it does in the general population. The symptoms
of ADHD include decreased attention and concentration, easy distractibility, difficulty in the
completion of tasks, and poor management of time and the space area that you use. These
symptoms of ADHD result in significantly impaired school, work and social
performance, and are described in detail below.
ADHD is estimated to occur in about 5% of school age children. It is more common in boys
than in girls. There are subtypes associated with hyperactivity and normal activity levels. The
hyperactive subtype is much more common in boys, while the inattentive subtype (the
subtype with normal activity levels) is somewhat more evenly distributed among boys and
girls. The symptoms of ADHD are now known to persist into adulthood in many people, and
to require continued treatment. There is often a strong family history of ADHD.
Identifying the symptoms of ADHD in patients with Borderline Disorder is critical for their
treatment plan.
Symptoms of ADHD
Inattention
fails to give close attention to details or makes careless mistakes in school work, work,
or other activities
has difficulty sustaining attention in tasks or play activities
does not follow through on instructions and fails to finish school work, chores, or
duties in the workplace (not due to oppositional behavior or failure to understand
instructions)
has difficulty organizing tasks and activities
avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(such as schoolwork or homework)
loses things necessary for tasks or activities (e.g., toys, school assignment, pencils,
books, or tools)
is easily distracted by extraneous stimuli
is often forgetful in daily activities
Hyperactivity
fidgets with hands or feet or squirms in seat
leaves seat in classroom or in other situations in which remaining seated is expected
runs about or climbs excessively in situations in which it is inappropriate (in
adolescents or adults, may be limited to subjective feelings of restlessness)
has difficulty playing or engaging in leisure activities quietly
is often “on the go” or often acts as if “driven by a motor”
talks excessively