Attention Deficit Hyperactivity Disorder ( Adhd )

The purpose of this paper is to discuss one of the most common childhood disorders, Attention Deficit Hyperactivity Disorder (ADHD) in early child development. Topics to be explored are the epidemiology, pathophysiology, signs and symptoms, lab diagnosis, and treatment of ADHD. Lastly we will discuss nursing interventions as they relate to parents and children with ADHD and review two nursing journal articles related to ADHD treatment.

Matt is a 38 year old, white male who has a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), has limited cognitive abilities, and a lower than average IQ. Matt has been living with his sister and brother in law for three years since their parents, who originally cared for him, passed away. Although he lives with his family members, they are not overly invested in his outside activities and do not spend a lot of time with him. Along with his diagnosis and low cognitive abilities, he has also been struggling with alcoholism and cannabis use. He has been receiving outpatient services to deal with these struggles in order to help him diminish the use of these items.

“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.

Eisenberg & Esser 1997; Moghadm & Fagan, 1994 have stated ADHD has gone through a series of names since it was first documented in 1845 including “restless syndrome,” “minimal brain dysfunction,” and “hyperkinetic reaction disorder.” “Attention Deficit Hyperactivity Disorder (ADHD) has become the most widely diagnosed psychiatric condition among children in the United States (Glass, 2001).” The CDC’s website digs deep for evidence being presented while gaining emotional appeal for its credibility as a government agency.

This proposal explores the current research and literature on college students with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD). Findings suggest that college students with ADHD/ADD experience academic and psychological difficulties that put them at a greater risk for earning low grade point averages, being on academic probation, and not graduating from college. These research findings serve as a rationale for implementing a structured skills development’ support group for college students diagnosed with or presenting

“Let me see if Philip can be a little gentleman; Let me see if he is able to sit still for once at the table” (Hammerness 4).

Attention Deficit Hyperactivity Disorder is defined as, “a behavioral disorder characterized by inattention, impulsivity, and hyperactivity” (Harlacher, Roberts, & Merrell, 2006). A child with this disorder can seem off task, too excited, disorganized, or distracted. ADHD effects between three and five percent of children, which means teachers will more than likely come into contact with a child of this disorder. As mentioned by Harlacher in “Class wide Interventions for Students with ADHD”, teachers should become familiar with some interventions necessary for ADHD children. Individual interventions are beneficial, but class wide interventions allow all children to profit from the modifications. Although interventions typically have a negative connotation, ADHD interventions are helpful for everyone. Class wide interventions for ADHD may seem time consuming, but as well as being cost-effective, it allows the ADHD child to remain anonymous. Remaining anonymous is beneficial to the child because the other students will not know who required the change within the classroom. Class wide interventions benefit the entire class by allowing all children access to the modified classroom.

Amidst the tremendously rising number of Attention-Deficit/Hyperactivity-Disorder (ADHD) cases presently existing among school age children, the implementation of novel and contemporary classroom techniques has generated academic success with those affected by the disorder. Such scholastic victory in the education of children results in positive behavior as well as an increase in productivity within classroom environments as a whole. Although a few voices question the alternative approaches in accommodating ADHD affected students, the strategies applied have demonstrated academic success (Bussing et al., 2012). ADHD classroom intervention developments establish positive results from the methods and causes, and minimize opposition regarding the innovating trends used.

“Attention-deficit/Hyperactivity Disorder is a neurological brain disorder that is marked by a continual pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than what considered typical for someone of that age” (VA HealthCare) . Attention Deficit Hyperactivity Disorder is also known as ADHD. ADHD is a disorder that cannot be left untreated. Many wonder what are the symptoms of ADHD? What genes are affected? What are the strengths and weakness of ADHD? Are there any treatments? After reading, all questions will be answered.

Attention Deficit Hyperactivity Disorder is a psychological disorder that affects many children and adults in the world. This disorder affects many aspects of their lives as well as the lives of people around them. People with this disorder may find it hard to live a normal life, as well parents of these children may find it difficult to live with the symptoms. Many questions have been answered about this disorder but many still remain. What is ADHD, the characteristics or symptom’s, causes, and is there a genetic cause? Some of these answers have been answered but some are still questionable.

Attention Deficit Hyperactivity Disorder, or ADHD, is “a disorder in which a person is unable to control their behavior. This is because of the difficulty of processing neural stimuli and extremely high level of motor activity” (Attention deficit hyperactivity, 2016, p. 1). It is a underdevelopment disorder characterized by existent behavioral symptoms. “A child with ADHD may be extremely distractable, unable to remain still, and very talkative” (Attention deficit hyperactivity, 2016, p.1) People with ADHD are unable to pay attention or remember things they do on a day to day basis (Attention deficit hyperactivity, 2016)

Attention deficit hyperactivity disorder is a common neurobehavioral disorder. Julien (2010) states that the “dopaminergic activity in the prefrontal cortex of the brain seems to be important in ADHD”. The PFC is a primary component of the brain to regulate behavior, attention and impulse control. Lesions in this part of the brain can contribute to ADHD. When there is not enough norepinephrine and dopamine going to the PFC, ADHD can present itself. According to the DSM-5, the prevalence is 5% of children and 2.5% of adults. The DSM-5 also states that the occurrence of ADHD is more frequent in males than females by 2:1. ADHD can have comorbid diagnosis. These diagnosis can involve oppositional defiant disorder, learning disabilities, depression and anxiety.

As a mother, I have often questioned the amount of time that my children spend using

Next to Autism, ADHD (Attention-deficit hyperactivity disorder) is one of the fastest climbing diagnoses among children (Pastor, Reuben, Duran, Hawkins, 2015). Within school aged children, those with neurological diagnosis as well and neuro-typical children, require movement throughout their day. School districts are significantly decreasing and sometimes removing the physical activity from a child’s day through recess depletion. This is creating an increase in off task behavior, decreased concentration, and poor ability to recall or retain information. We are creating a society that experiences increased difficulty with sustaining attention and performing cognitive tasks efficiently. In demanding more sedentary environments, we are preventing creative physical outlets for school aged children and a chance to build social skills. Globally, we are creating less productive children that have low endurance and more difficulty with educational achievement. The quantity of focused instruction is clouding the quality and reducing the individual.

When looking at the statistics one cannot deny the increase in diagnoses of attention deficit hyperactivity disorder (ADHD) in children since the 21st century. Per the Centers for Disease Control and Prevention the increase has been seen as a difference from, “7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011” (p. 4). Many questions arise concerning why the numbers are on the rise, especially when boys are 7.6 percent more likely than girls to receive the diagnosis of ADHD. When should the line be drawn between a disorder, and hyperactivity that comes with childhood, especially for boys? “Efficacy of Cognitive Retraining Techniques in Children with Attention Deficit Hyperactivity Disorder” by Gaurav Rajender, Shahzadi Malhotra,