Attention Deficit / Hyperactive Disorder

According to the National Institute of Mental Health as known as NIMH, ADHD has three subtypes. First on is pre-dominantly hyperactive-impulsive, which at least six or more of its symptoms are in hyperactivity-impulsive category, and inattention might be

It is widely agreed that ADHD is over diagnosed. According to the study, only 22 percent of 92 children referred to an ADHD clinic actually met the criteria. Furthermore, numerous arguments would urge the general public and the medical community that what has been proven is a large varying degree of severity of the condition. In turn, the symptoms may be expressed in every person, only with varying intensity. Although no conclusive evidence is currently available to prove the existence of the genetic disorder, no concrete evidence dispels its existence either. Still, the fact that the disorder has passed through a crowd of names, including organic drivenness, hyperkinetic syndrome, attention-deficit disorder and now ADHD provides evidence on

The evaluation of ADHD from a clinician standpoint is that ADHD is a disorder. ADHD stands for Attention-Deficit/Hyperactivity Disorder. Disorders occur from childhood to adulthood and with treatments for daily interactions, improvement of ADHD symptoms occur as a child ages and reaches adulthood. Disorders evaluated, by the following persons; behavioral neurologist, psychiatrist, clinical or educational psychologist, nurse practitioner, or clinical social worker. Genetics linked to ADHD, with additional research and study of other possible causes and risk factors, which may cause concern is publicized. Researchers suggest, that ADHD runs in families because of genetics or external factors due to smoking or

Historically, there are records of disorders that are similar to ADHD as early as the late 19th and early 20th centuries. Attention-Deficit Hyperactivity Disorder was known by a variety of names during the 20th century including: Encephalitis Lethargica, Minimal Brain Damage, Minimal Cerebral Palsy, Mild Retardation, Minimal Brain Dysfunction, Hyper-kinesis, Atypical Ego Development, and Attention Deficit Disorder, otherwise known as ADD (Rafalovich). The most commonly talked about starting point of the history of ADHD starts with lectures called the Goulstonian lectures, given by George Frederic Still in 1902. He observed children who were experiencing severe problems with sustained attention and self-regulation, who were often aggressive, defiant, and resistant to discipline, excessively emotional or passionate, who showed little inhibitory volition, and could not learn from the consequences of their actions

Over the past couple of decades there has been a huge increase in the diagnosis and prescriptions given out for Attention Deficit Hyperactivity Disorder. According to a news report done by USA Today over the past five years use of ADHD medications have risen 40% totaling 39.5 million individual prescriptions ("New findings," 2009). When statistics like this are seen it is only normal for someone to ask questions. People are becoming curious about the legitimacy of the disorder, and whether or not the treatments being given to individuals are appropriate. The argument seems to be strong on both sides of the fence, but the extensive research done on ADHD leaves it hard for one to believe that it is a made up disorder.

ADHD is a psychological disorder characterized difficulty sitting still, fidgetiness and trouble paying attention. ADHD is usually diagnosed in children while they are still in elementary school. According to the Center of Disease Control and Prevention, approximately 11% of all kids in the US between the ages of 4 and 17 have been diagnosed with ADHD. In recent years, the prevalence of children being diagnosed with ADHD was spiked tremendously. For example, the rates of diagnosis increased by almost 6% per year just from the years 2003-2007. Due to increases in diagnosis, many psychologists have began to question whether or not the increase in ADHD is a true epidemic, or whether it is simply being over diagnosed.

The symptoms of ADHD usually improved with age. First, inattention. A child with inattention does not appear to be listening. The child also does not pay attention and makes careless mistakes, he or she easily distracted, always miss details and forget things. The child will miss details and forget things, is because the child have difficulty focusing on one thing. The child will easily feel bored with a task after doing only for a few minutes, unless the child doing something enjoyable. For example, if the child does not likes to do homework after a few minutes, he or she will give up easily, but if the child likes to play toys, he or she can play for a long period. The child also will have difficulty focusing attention on organizing and completing a task. Next, the child will also have difficulty processing information as quickly and accurately as other children. The child will struggle to follow instructions. Inattention children are often quiet and less likely to act out. They may sit quietly, seeming to work but they are not paying attention to what they are doing. This can be the fact that adults will miss out that the child actually is

Scientists have begun to study the different causes and risk factors of ADHD to find a better way to manage symptoms and reduce the chances of a child having ADHD. Current research shows that genetics play a large part

Attention Deficit/Hyperactivity Disorder (ADHD), a neurodevelopmental disorder, is becoming more and more predominant every year throughout the entire world. It is one of the most common disorders that today’s children have. According to the Centers for Disease Control and Prevention, “Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of approximately 5% per year from 2003 to 2011,” which illustrates that this disorder is becoming a common one to diagnose (CDC, 2015). These percentages prove that ADHD is recognized and treated more than it was a few years ago. Now that children are being diagnosed, doctors, parents, and educators can make the necessary changes to positively affect the child’s daily life.

Genetics play a strong role in the development of ADHD. Rief (2005) suggests that in about eighty percent of children diagnosed with ADHD, a family member, usually a parent or a twin suffers from ADHD as well (p. 17). The arrangement of two specific genes is thought to be involved in ADHD. DAT1 is responsible for the transport of dopamine, and DRD4 is involved in the reception of dopamine in the body. Studies show that seventy percent of children having a resistance to thyroid hormones, or having a family history of thyroid disease, also have

ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a

These symptoms might represent expressions of internalized conflict or unmet emotional or educational needs that differ from child to child. Each child ideally should have a full medical, educational, and psychologic or psychiatric evaluation, prior to drugs being introduced and giving to the child. There isn’t a neuropsychological test result is that shows someone has ADHD, and no genetic indicator has been steadily recognized, and heritability studies are confounded by household environmental aspects. Furman concluded t after careful review of the evidence obtainable; it is not obvious that ADHD is either a disease or a neurobehavioral condition. ADHD is an assortment of symptoms, namely, inattention, impulsivity, and over activity, that overlay with other major and minor mental health

The question of the century is: does Attention Deficit Hyperactive Disorder (ADHD) even exist? Also, if it does exist, are children being over diagnosed or overmedicated? Some believe it is a combination of societal changes and outlooks on behavior and some believe it is due to the booming industry of psychopharmacology and over diagnosis (Hinshaw & Scheffler, 2014). There is no question that this disorder is the number one diagnosis in children today and many people are questioning the credibility of this phenomena. To fully understand the disorder it is important to discuss the history, the controversies that pertain to each side, as well as the treatments that are currently being used today.

Attention Deficit/Hyperactivity Disorder also most commonly known as ADHD is one of the most common disorders among children and young adults. It is not only the most common but is on the rise in the United States over the past decade. Many people turn to the internet to find answers on such a disorder as ADHD. However, one has to be careful in what they read, because some websites are not accurate and have lots of bias towards one thing or another dealing with the subject of ADHD. Everyday Health’s webpage on ADHD is a very informative source and well put together by using authority, coverage and objectivity.

“Attention-deficit/hyperactivity disorder (ADHD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity” (CHADD). “It is a neurobiological disorder that affect 3-7 percent of school age children and may be seen as before the age of 7. The current diagnostic label is attention-deficit/hyperactivity disorder, however, in the past several other names have been used, such as brain-damaged, minimal brain dysfunction, hyperkinetic impulsive disorder, and attention deficit disorder (CHADD). ADHD is a controversial disorder. Some understand it to be a true disability, while others believe “good teaching and discipline at home resolve the problems” (Kauffman 2005).