The Endlessness Diagnosis of ADHA
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Jan 9, 2024
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Uploaded by DrHorse686
Jimmy Lama
Grand Canyon University
ENG-105: English Composition 1
Professor Kevin
9/8/23
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The Endlessness Diagnosis of ADHD
Should a rise in ADHD diagnosis raise questions? The CDC, Center for Disease Control
and Prevention, (2020), a well-known government entity, defines ADHD as one of the most
common neurodevelopmental disorders that are initially diagnosed in childhood (para. 1). Over-
diagnosis of ADHD can occur when clinicians rely solely on subjective measures, leading to
misdiagnosis. The similarity of symptoms between other conditions can also lead to
misdiagnosis, and gender influences diagnosis. Boys are more likely to be diagnosed due to
externalizing behaviors, while girls tend to show internalizing behaviors, leading to a gender
discrepancy. It is essential for clinicians to consider alternative explanations, rule out other
conditions, and consider gender differences when assessing ADHD symptoms to ensure valid
and reliable diagnoses.
The recent spike in ADHD diagnosis has raised concerns about over-diagnosis and
misdiagnosis. Government data reports a significant increase of almost 22% in children
diagnosed with ADHD in the past four years. Research has shown that clinicians rely on
subjective measures and over-diagnose the disorder, leading to inappropriate treatment and harm.
One study conducted by Merten et al. (2017) found significant evidence of over-diagnosis of
ADHD disorder in clinical practices. The researchers discovered that children who did not fulfill
ADHD criteria were being diagnosed with ADHD with an increased rate of 20%. The study also
found that 16.7% of 473 cases examined were diagnosed with ADHD disorder although the
criteria were not fulfilled. Another alarming finding was that 7% of cases that fulfilled the
criteria for ADHD were given no diagnosis. These results provide evidence that there is an issue
with over-diagnosis of ADHD disorder, leading to misdiagnosis and potentially inappropriate
treatment. Moreover, in a study conducted by Bruchmuller, 473 children's medical documents
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were examined by psychotherapists to determine their diagnosis. The outcome showed that
16.7% of the cases were diagnosed with ADHD disorder despite not fulfilling the criteria. This
suggests that clinicians may be relying too heavily on subjective measures and failing to fully
assess other possible conditions that may better explain a child's symptoms. The over-diagnosis
of ADHD disorder can be attributed to the high academic demands and expectations placed on
children. Clinicians may attribute symptoms of ADHD to academic struggles rather than
considering other possible causes. Additionally, gender differences can contribute to over-
diagnosis of ADHD as boys tend to exhibit externalizing behaviors while girls exhibit more
internalizing behaviors. This can lead to under diagnosis of ADHD in girls, resulting in a gender
discrepancy in the diagnosis and treatment of ADHD.
Misdiagnosis of ADHD is a significant issue that can cause harm to individuals who may
have been faultily diagnosed. Research conducted by Mullet and Rinn (2015) indicates that 75%
of children diagnosed with ADHD also meet the criteria for another psychiatric diagnosis.
Misdiagnosis can occur due to the lack of specialized training in educators or mental health
professionals who may rely on rating scales to determine if an individual shows signs and
symptoms of ADHD. This can place educators in a position to make diagnostic decisions without
conducting a comprehensive assessment, leading to potential misdiagnosis. Medical
professionals, such as psychologists, physicians, psychiatrists, or therapists, may also contribute
to the misdiagnosis of ADHD. Studies have found that medical professionals often diagnose
ADHD without conducting a comprehensive assessment, which can lead to misdiagnosis when
other mental health symptoms relate to a different disorder such as giftedness, bipolar, or
obsessive-compulsive disorder. The Diagnostic and Statistical Manual (DSM) is a diagnostic
assessment tool that professionals can use to reduce the amount of misdiagnosis in ADHD. The
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DSM must be properly utilized to ensure a valid and reliable diagnosis of ADHD. Over the last
decade, giftedness was misdiagnosed as ADHD due to the overlap of symptoms, which
highlights the importance of using a standardized and comprehensive assessment tool to
diagnose ADHD accurately. The rise of ADHD misdiagnosis is also a significant factor
contributing to the gender discrepancy in diagnosis and treatment of ADHD. Girls tend to exhibit
more internalizing behaviors such as anxiety and depression, leading to underdiagnosis of
ADHD in girls. In addition,
Gender influence diagnosing is a phenomenon where mental health
professionals diagnose ADHD based on the gender of the patient. Studies show that boys are
more likely to be diagnosed with ADHD than girls, as they exhibit more hyperactive and
impulsive behavior, which leads to overdiagnosis of the disorder. Conversely, girls display
inattention deficit symptoms, such as procrastination, hesitation, and forgetfulness, which can be
overlooked as they do not conform to traditional perceptions of how boys behave. The media
also plays a role in portraying ADHD as a disorder that commonly affects boys, leading to
stereotypes and biases when diagnosing ADHD in girls. Mental health professionals may not
adhere to the criteria of the DSM diagnostic tool when assessing a child for ADHD due to
assumptions made based on their gender and behavior. This can result in the omission of certain
criteria and potentially lead to misdiagnosis or underdiagnosis of ADHD in girls. It is crucial for
mental health professionals to evaluate patients based on the DSM diagnostic tool's criteria and
avoid gender bias when diagnosing ADHD. It is also essential to consider individual differences
and how ADHD symptoms may manifest differently in boys and girls, ensuring a valid and
reliable diagnosis to provide appropriate treatment.
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As a result, there has been an increase in ADHD diagnoses due to uncontrolled overdiagnosis,
misdiagnosis, and gender bias. Clinical professionals are diagnosing children who do not meet
the criteria for ADHD, leading to an unnecessary increase in diagnoses. Untrained educators are
also conducting diagnostic assessments, which can lead to misdiagnosis. Gender bias is also
contributing to the increase in ADHD diagnoses, with boys being diagnosed more frequently due
to traditional perceptions of them being dominant and aggressive. These perceptions can lead to
assessments being conducted based on assumptions and stereotypes, rather than using validated
diagnostic tools. To decrease the rise in ADHD diagnoses, policies and procedures should be put
in place to mandate continued education for diagnosticians working with children and
adolescents affected by the disorder. Continued education would allow professionals to use
validated diagnostic tools without gender bias, resulting in earlier and more accurate diagnoses,
and appropriate treatment. Furthermore, educating parents and the public about ADHD and its
symptoms will help to address misconceptions and stereotypes associated with the disorder.
References
Banaschewski, T., Becker, K., Döpfner, M., Holtmann, M., Rösler, M., & Romanos, M. (2017). Attention-Deficit/Hyperactivity Disorder. Deutsches Aerzteblatt International, 114(9), 149– 159. https://doi-org.lopes.idm.oclc.org/10.3238/arztebl.2017.0149 Bruchmüller, K., Margraf, J., & Schneider, S. (2012). Is ADHD diagnosed in accord with diagnostic criteria? Overdiagnosis and influence of client gender on diagnosis. Journal 6
of Consulting and Clinical Psychology, 80(1), 128–138. https://doiorg.lopes.idm.oclc.org/10.1037/a0026582.supp (Supplemental) Davidovitch, M., Koren, G., Fund, N., Shrem, M., & Porath, A. (2017). Challenges in defining the rates of ADHD diagnosis and treatment: trends over the last decade. BMC Pediatrics, 1. https://doi-org.lopes.idm.oclc.org/10.1186/s12887-017-0971-0
Fresson, M., Meulemans, T., Dardenne, B., & Geurten, M. (2018). Overdiagnosis of ADHD in boys: Stereotype impact on neuropsychological assessment. Applied Neuropsychology: Child, 1–15. https://doi-
org.lopes.idm.oclc.org/10.1080/21622965.2018.1430576
Merten, E. C., Cwik, J. C., Margraf, J., & Schneider, S. (2017). Overdiagnosis of mental
disorders in children and adolescents (in developed countries). Child and Adolescent Psychiatry and Mental Health, 1. https://doi-org.lopes.idm.oclc.org/10.1186/s13034-016-
0140-5
Mullet, D. R., & Rinn, A. N. (2015). Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis. Roeper Review, 37(4), 195–207. https://doiorg.lopes.idm.oclc.org/10.1080/02783193.2015.1077910
New CDC data on ADHD shows an increase in diagnosis, raises questions. (2013). Brown University Child & Adolescent Psychopharmacology Update, 15(5), 1–7.
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