Attention Deficit Hyperactivity Disorder ( Adhd )

978 WordsFeb 26, 20174 Pages
The Issue 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,…show more content…
They start with explaining how CR had been shown to improve cognitive skills, the uses of it with other disorders and how it can peak interest of children when using technological routes (Rajender, et al., pg.56). Then the topic of ADHD is brought in, and how the study could be used to reduce attention deficits, and possibly teach new cognitive skills. Piaget’s Cognitive Developmental Theory is also referenced (Rajender, et al., pg.58). This founding father’s theory may have influenced the team to expand the research beyond the face value of the attention deficits, but to look further in their domain of cognition with concrete and abstract thought. This brings into context the greater purpose of using CR to give children with ADHD a skill base that can be used for the rest of their lives. Assumptions The researchers’ interest in CR, and the current research supporting CR techniques lead them to hypothesize that CR would help attention deficit problems in children with ADHD, and in return would help develop a set of skills for success in the school environment. In general this article does well at removing bias from the interpretation of results. The results are simply explained as significant or non-significant between pre-and-posttests in the experimental and control group, and include charts to show concrete evidence (Rajender, et al., pg.57-58). The greatest assumption made is that
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