Attention Deficit Hyperactivity Disorder ( Adhd )

Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it 's a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children with ADHD may develop emotional, social, developmental, academic, and family problems because of the frustrations and problems they are constantly experiencing. (Shea)

Understanding the impact of race and gender on the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) begins with knowledge of the disorder and its symptoms. A description of ADHD is given in an article titled Overview of Attention Deficit Hyperactivity Disorder in Young Children, where it is defined as a complex disorder that can develop in preschool years and continue throughout adulthood (Singh, Yeh, Verma, & Das, 2015, pp. 23-35). However, Singh et al. (2015) discuss how the specifics of what constitutes ADHD has changed each time the Diagnostic and Statistical Manual has been revised, but as of the Fifth Edition, a person has to meet six out of nine symptoms of inattention to be officially diagnosed with ADHD. Although there

Attention Deficit hyperactivity disorder (ADHD) is a neurodevelopment psychiatric disorder which affects the executive functions of the body. For many people suffering from the disorder, they have issues with paying attention to a particular issue for a long period. They also exhibit signs of hyperactivity and impulsiveness which is not in line with an individual’s age (NIH, 2014). The symptoms of the disease normally occur in the children aged between six to twelve and have to persist for approximately six months for a diagnosis to be made. Many school going children that suffer from ADHD develop symptoms such as lack of attention which normally lead to poor performance in their tests and exams. Many people do not know the implications of having ADHD and for some the cases go undetected for a long period (ADHD Health, n.d). There are those individuals that do not suffer from the disease but since the medication enables one to have more concentration on an issue, they abuse the drug for their benefits. Before I was diagnosed with the disease, my parents could not understand my poor performance and I could not understand why it was so hard for me to concentrate in class no matter how hard I tried. The dismal results that I continued to display in school and lack of attention even when I was at home made my parents take me to the hospital for tests that indicated that I suffer from ADHD. For me, I did not quite understand how this happened but I was put on medication that

“Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011” (Data and Statistics); this statistic was taken in 2011. Attention Deficit Hyperactivity Disorder is a problem in which a person is unable to focus as well as others. They can have strong impulses that they are not able to handle and they can be hyper as well. There are a variety of types of ADHD and teens who have it may be affected by it in different ways (they may be hyper or inattentive). This is a common problem in teens and children and it has a large impact in school. Teens with ADHD are affected in school through their social and academic lives. Although these teens may be seen as annoying at times for their constant need for

ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policymakers, parents and the media. Opinions regarding ADHD range from not believing it exists at all to believing there are genetic and physiological bases for the condition as well as disagreement about the use of stimulant medications in treatment. Some sociologists consider ADHD to be a "classic example of the medicalization of deviant behavior, defining a previously non medical problem as a medical one.” Most healthcare providers in U.S. accept that ADHD is a genuine disorder with debate in centering mainly around how it is diagnosed and

Attention Deficit Hyperactivity Disorder (ADHD) would be a very interesting area of research. I find this topic interesting because there are so many people that still believe that ADHD is a made up disorder and that the real problem is a lack of good parenting skills. I have several people in my life that are affected by ADHD. I have found that despite copious amounts of research into effective treatments, it is still difficult to find a healthcare provider with accurate information on the subject. The problem with misinformation is also common in school teachers who are in a position to recognize the problem in their students before the parents. In the research study conducted by Sciutto et al (2015), researchers found that several misconceptions were common throughout the world about the symptoms, causes, and treatments of ADHD. Misconceptions about symptoms or causes can lead to a reduction in recognition and diagnosis of the disorder. Without a diagnosis, it is unlikely that treatment would be sought. Misconceptions about treatments can delay or prevent proper treatment. Lack of treatment could lead to an increase in anxiety and depression symptoms in both the child and the parent. Comorbid symptoms of depression and anxiety are very common for people diagnosed with ADHD (nimh.nih.gov).

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.

As a parent of a child with Attention deficit hyperactivity disorder (ADHD) daily task can be a challenge. Even though that ADHD is the most common neuro-developmental disorder of childhood, better methods are needed for monitoring the prevalence and understanding the public health implications. Basic information about how the prevalence of ADHD varies by race/ethnicity, sex, age, and socio-economic ,but status remains badly described.

Attention deficit-hyperactivity disorder has become increasingly prevalent in the United States. According to Huang and Tsai (2011), the prevalence of ADHD has increased 50% during the last decade. Attention deficit-hyperactivity disorder (ADHD) has been characterized by unable to sustained attention for longer periods of time, inability to regulate activity level to situational demands, and poor impulse control. There are a variety of treatments for Attention deficit-hyperactivity disorder, the most common being the use of stimulant medication. According to Carol K. Whalen and Barbara Henker (1991), “60% to 90% of children diagnosed with ADHD receive stimulant therapy for prolonged periods during their school careers.” (p. 231) There are three types of medication that can be prescribed to a patient however; the studies reviewed mainly focus on central nervous system stimulants (CNS), such as methylphenidate (or known as Ritalin) and non central nervous system stimulants, such as d-amphetamines. (Swanson, Cantwell, Lerner, McBurnett & Hanna, 1991, p219) The main research question that is being addressed in all three articles is how stimulant medication affects a child, mentally, physically, and socially. All of the authors answer these questions and discuss studies showing results within a child’s development on stimulant medication.

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

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.

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who

Attention-Deficit Hyperactivity Disorder, or ADHD, is a current phenomenon affecting children’s mental health. The condition impairs the ability to recognise and control behavioral responses relating to inattentiveness, hyperactivity and impulsiveness. Consequently, children with ADHD may fidget, lack concentration and impatience, and be prone to interrupting conversations which in turn results in difficulties engaging and acting appropriately in given situations (NHS Choices, 2014). ADHD is prevalent worldwide, yet within Western civilisations, such as the UK and particularly USA, the number of cases have rocketed to a level where approximately 3 children in every classroom have the disorder (Green et al, 2004).

According to Gonen-Yaacovi, Attention Deficit Hyperactivity Disorder (ADHD) is an illness in which an individual suffers from frequent difficulty in attention retention and thus experiences impulsivity and hyperactivity (Gonen-Yaacovi et al, 50). One major behavioral symptom of ADHD is “increased reaction time variability,” which has been found in studies of cognitive tasks involving stop-signal, maintained attention to stimuli, choice reaction time (CRT), and “go-no-go” (Gonen-Yaacovi et al., 50-51). This inhibition to reaction negatively impacts a person’s ability to maintain an attention-span, have a full-functioning memory, switch tasks, and fully control motor skills (Gonen-Yaacovi et al., 51). The prevalence of ADHD has increased in the past decade (Nigg, 524), and studies have shown that ADHD affects about 5% of children, with symptoms persisting into adolescence in as many as 65% of studied individuals (Friedman and Rapoport, 106). The etiology of ADHD has been studied for many decades, and the disorder has been linked to genetic markers such as DAT1, DRD4, DRD5, 5HTT, HTR1B, and SNAP25, and environmental factors (Nigg, 525). The culmination of these risk factors has contributed to ADHD’s association with emerging changes in early brain development.

According to Wilkinson, M. and Cook, M. (2006) Attention deficit hyperactivity disorder (ADHD) describes the behaviours displayed by some children who are extremely restless and energetic. These children are often impatient and find it difficult to filter out other things going on around them .Bines H,& Loxlely ,A (1995) state that typically, ADHD students will have an incredibly short attention span and find it difficult to concentrate on specific tasks. According Silver L,B (1999) on-line to children with ADHD experience educational difficulties however ADHD is not a learning disability, in that it does not impact on the brain’s ability to learn, but it can interfere with the individual’s availability for learning.