Adhd Lab Report

In this day and age, drugs are being prescribed without hesitation. In fact, many of these drugs are being prescribed for children with various disorders. One of these disorders is called Attention Deficit Hyperactivity Disorder (ADHD). An estimated five to ten percent of children are diagnosed with this syndrome (Taylor 11). One of the methods to treat this disorder is to use stimulants, specifically Ritalin. This method is controversial because it has many side effects and its long-term effects are unknown. It can also lead to addiction. Approximately two to three percent of elementary school children are taking some kind of stimulant to treat ADHD (Taylor 64). Since so many children are taking this medication, new problems have arisen.

In 2005, the CDC estimated the annual cost of ADHD to the United States to be between thirty-six to fifty-two billion dollars. This estimate takes into account not only medication costs, but those doctor’s visits and lost productivity. Cost of medication is the most significant factor, however, productivity lost by adults with the condition, or having to take off work to address a child’s behavioral incidences account for nearly four billion dollars (CDC 2015). The state of Indiana alone has more than eighty percent of youth diagnosed with the condition on pharmaceutical stimulants (CDC 2015). This provides evidence that a therapeutic approach that reduces the use of these costly stimulants and teaches individuals with the condition a viable, sustainable coping mechanism for their disorder is again a worthwhile pursuit.

The use of stimulant medications such as Ritalin or Adderall in children with the attention deficit hyperactivity disorder (ADHD) continues to rise, albeit at a slower pace than in previous decades, a new study finds. The study authors tracked data on prescription in the US 1996 to 2008. They found that the use of drugs for ADHD was higher among children of 6-12 years and increased slightly from 4.2 percent in 1996 to 5.1 percent twelve years later. However, increase more pronounced occurred in older children, ages 13 and 18. In this group, the ADHD drugs increased more than double, from 2.3 percent in 1996 to 4.9 percent in 2008. The researchers said this reflects a greater understanding

I have also sought out tutors that have been exceptionally accessible and have the ability to help cover the material face to face in an user-friendly manner. I am currently in the process of appealing that decision for my ADHD medication.

Like most other developed countries, the majority of our U.S. culture is now accustomed and drawn to the idea of “quick-fixes.” In this busy society, one is typically most intrigued by the option that is the easiest to implement and can provide the fastest results, such as a pain pill for a headache. However, in the world of mental health and its’ disorders, a “quick-fix” is usually not the best approach. Attention-deficit hyperactivity disorder (ADHD) is among these mental health disorders that should not be resorting only to a “quick-fix”, such as a stimulant medication, to effectively manage the disorder. This is especially true for ADHD among the pediatric population, as this is a time of rapid behavior and personality growth, as well

Since the early 1990’s the use of stimulant medications had tripled for patients who have been diagnosed with ADHD. ADHD is a highly genetic, brain-based syndrome that has to do with the regulation of a particular set of brain functions and related behaviors (add.org, 2017). According to several sources on the World Wide Web, the increase in ADHD diagnoses has increased significantly. Identifying the trends with parents, teacher and providers is now more important than ever. There could be a possibility of over medicating children who may or may not have this disorder. It may not be beneficial to prescribe children this powerful stimulant as their brains are still in developing stages in

Attention Deficit Hyperactive Disorder (ADHD) has been a diagnosis that has become controversial over the past few decades, but even more alarming is the treatment used to control this disorder and the possible lifelong effects this medication might have on them as adults. There is some school of thought that kids who are prescribed ADHD medications as children could have substance abuse issues later in life as they have an additional risk of addiction linked to the disorder, not to the treatment. The stimulant medication utilized to treat ADHD may have some long term effects on the child’s brain by changing the levels of neurotransmitters, the brain adapts to the medication so continuous updates and changes need to be made, stimulant

The diagnosis of attention-deficit / hyperactivity disorder (ADHD) has increased significantly over recent years and along with the rise in diagnosis is the dramatic surge in prescription medication as treatment. ADHD is a behavior issue, not a disease. As an alternative to prescribing medication to alter a child’s behavior, parents, teachers, and doctors need to determine and find a resolution to the root cause of the negative behavior. Medication is not a cure for ADHD and does not solve the issues that create negative behavior – alternatives to drugs are available to make the necessary behavior modifications in children.

ADHD is a chronic disease that can last for several years or even become life long. It is typically developed during childhood and symptoms can be seen through adulthood if not outgrown. Symptoms include persistent limited attention and hyperactivity and can be the leading cause to low self-esteem, troubled relationships, and difficulty with focus driven activity such as work or school. (DSM-5) Due to the lack of scientific testing and other coexisting problems with similar symptoms, ADHD is a multistep process in diagnosing a child or adolescent. In the beginning stages of diagnosing ADHD, the primary care physician examines the child’s behavior by evaluating the child and consulting with adult figures in the child’s daily life. During the

Imagine having your mind constantly shifting from one thought or image to the next. The

Attention Deficit Hyperactivity Disorder is without a doubt one of the largest social problems facing the Baby Boomers in the 21st century. The last two to three decades have seen this disorder labeled many different titles. As stated by Donald J. Brown in his article Attention Deficit Hyperactivity Disorder (ADHD), 1996: “What is apparent is that ADHD is a collection of symptoms or criteria.” Labeling a child as ADHD creates a large potential for error. The traditional approach of putting children on long-term usage of stimulants such as Ritalin, Centedrin, and Rubifen might allow a child to better concentrate because it somehow slows down the otherwise hyperactive student but it does nothing

“Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder diagnosed in U.S. children…In 2011-2013, 9.5% of children ages 4-17 were diagnosed with ADHD” (as cited in Pastor, Reuben, Duran, & Hawkins, 2015). Because this condition is so prevalent in today’s society, there is much debate about the authenticity of the disorder and the effectiveness of treatment options. Although many believe that medications should be the first method of treatment, I believe there are other options available that are less damaging. Parents and doctors should be cautious when deciding to give children diagnosed with ADHD medications since the syndrome is difficult to diagnose, the medications can have many side effects, and there are other treatment options that work just as well if not better than the pills.

This goal will be met by several steps, the first of which is that researchers must push for legislation to be passed based on scientific research that regulates doctors’ abilities to prescribe Ritalin and make behavioral therapy mandatory as the first treatment option. Next, legislation should be passed that requires behavioral therapy to be covered by all insurance companies to allow families of all economic statuses to access this treatment. Finally, a treatment pathway should be established in accompany with researchers that begins with behavioral therapy and slowly increases the Ritalin prescription until the disorder is managed in each child. This solution will allow children with ADHD to undergo a consequence-free form of treatment first. If this therapy is effective or it is discovered that the child was misdiagnosed, the child will not have to take Ritalin and will therefore be saved from any negative side effects. If this therapy is not completely effective, Ritalin will be introduced to the child alongside therapy to minimize the side effects. This solution will aid in the treatment of children with ADHD and reduce the side effects of stimulant medication, therefore it will end the negative consequences of overdiagnosis, but not overdiagnosis itself. The main goal of this solution is to protect the children’s

13 adult patients were examined before and after the intake of methylphenidate (MPH). The results indicate that MPH normalized the startle response in patients with ADHD when they previously had a deficiency. MPH is often used to positively “impact… ADHD symptoms of inattention, hyperactivity and impulsivity in adult patients.” The study was not tested blindly, but indicates efficacy of the drug. The authors state that the next step of the process would be a “double-blind, cross-over, placebo-controlled design” with a large sample of ADHD patients for better statistical

For Psychology of Exceptional Learners, I was given the opportunity to observe in Bishop Dunn Memorial School. This parochial school conveniently located on MSMC’s campus was a huge learning experience for me. I was able to sit in on a first grade general education class. It was a pleasure to get to watch co-teaching in action! The first day posed to be a little difficult because of not knowing which student had a disability so, I was unsure where to focus my attention. Due to FERPA, the Family Educational Rights and Privacy Act, the teacher was unable to disclose any information of which student has a disability or what disability that student faces. I was unable to see any work produce by the student, also. I was left to solely depend on my observations.