Attention Deficit Hyperactivity Disorder ( Adhd )

Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly found disorder in children in the United States. Statistics show that the male to female ratio for children with ADHD is eight to one. 4.4 million Children between the ages four to seventeen have diagnosed with ADHD (Cheng Tina L et al.). African American children are at a higher risk for having ADHD. Caucasian children are least likely to have ADHD. 2.5 million children receive medication for ADHD, but African American children are half as likely as Caucasian children to take ADHD medication(Cheng Tina L et al.). If African American children do not take medication for ADHD the child will most likely do drugs, drop out of school, or find it harder to receive a job when they get older. There is not cure for children who have ADHD, but there is medication children can take to decrease their hyperactive and impulsive symptoms. Adderall, Methylin, Concerta, and Focalin are some of the medications given for children who have ADHD. Methylphenidate is the most common medication prescribed by physicians for ADHD. “Methylphenidate takes effects within fifteen minutes of taking it and lasts between four and twelve hours a day.” (Hughes, Katsiyannis, and Ryan). Although medication is out there for the children to take, some of the medication given haves negative side effects. ADHD is not preventable. Parents should not only avoid drinking, smoking, or doing any other type of drugs to prevent ADHD, but also to prevent

The increase of ADHD is a trend because it has been occurring for several years. ADHD is one of the most well – known neurodevelopmental disorders Centers for Disease Control & Prevention (CDC), (2016). The possible consequences of the increase of ADHD is that the ADHD diagnosis will continue to rise, patients will not receive proper care, and ADHD diagnosis and medication will be overused. According to Gordon, J (2013) a study from the state of California showed the diagnosis of ADHD increased by twenty-four percent between the years 2001 and 2011. The awareness of ADHD may have contributed to increasing of ADHD diagnosis in the United States. Many doctors and physicians have noticed the rise in ADHD diagnosis occurring over the past several years. The Centers for Disease Control and Prevention discovered in their data that parent-reported cases of ADHD led to the increase by 22 percent between the years 2003 and 2007 Gordon, J

ADHD (Attention Deficit Hyperactivity Disorder) or ADD (Attention Deficit Disorder), a mental illness in which every American thinks they seem to have at times. Many people seem to think they have ‘ADHD brain’ or say they are ‘so ADHD’. ADHD or Attention Deficit Hyperactivity Disorder is a mental disorder which is characterized by the DSM-V as impairing one's attention, shifting tasks constantly, and displaying hyperactive behavior (European consensus statement on diagnosis and treatment of Adult ADHD: The European Network Adult ADHD). Although some people seem to think ADHD is just something kids experience nowadays, recent research is showing perhaps ADHD is a product of natural selection, and at one time needed to survive

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

Whether or not ADHD is a true illness is subjected to debate. Despite the continuous efforts of experts in updating ADHD criteria within the DSM, the diagnosis for it continues to be controversial due to over reliance on vague evidences obtained from perceived irregularities in a patient’s mood and behaviour (Szasz, 2008). I believe ADHD, particularly in children, should not be considered legitimate illness.

In the psychiatric medical field, there is a book called the Diagnostic and Statistical Manual for Mental Disorders (DSM) that provides very specific guidelines on how to recognize, diagnose, and treat mental disorders. ADHD was first introduced to the DSM in 1980 when the DSM-II was published. Since then, three more DSM’s were published, making DSM-V the most up-to-date published manual. In the DSM-V, it describes “people with ADHD [must] show a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” and a detailed list of criteria for either inattention or hyperactivity-impulsivity follows (“Attention-Deficit / Hyperactivity Disorder (ADHD)”). Also, everyone potential patient must present four specific conditions: they had to present the inattention or hyperactivity-impulsivity symptoms prior to age twelve, the symptoms must be present in at least two different settings, the symptoms must impair the individual or evidently interfere with life, and the symptoms must not better fit any other mental disorder (“Attention-Deficit / Hyperactivity Disorder (ADHD)”). Also, only professionals trained to diagnose ADHD are able to diagnose patients, therefore, eliminating any diagnostic errors attributed to a lack of

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

The DSM 5 criterion for ADHD is “ a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.” It was at first thought to be a type of mental retardation, until it became clear that those effected by symptoms where not stupid but in fact highly intelligent. However they stubbornly refused to conform to societal rules not due to lack of comprehension but due to what seemed to be a lack of self-control and general disregard for rules. George F. Still did a great amount of work in coming to understand the connection between these behaviors and neurological impulse in the early 19th century. Massive amounts of research was done in an effort for the medical community to explain the bizarre and socially inappropriate behaviors of different individuals.“ the history of compiling these symptoms into a formal diagnose represents an increasing drive to medicalize unconvential childhood behaviors” (Rafalovich) Understanding of ADHD has developed a great deal in the pass 100 years from being thought of as “imbecility”, to “minimal brain damage” to the present diagnosable psychological condition it is today. In fact it was not called Attention Deficit Hyperactive Disorder until 1980, in DSM-III (a diagnostic reference book for physicians). This is shocking considering the number of people that are diagnosed every year with a disorder that is

ADHD is one of the most frequently diagnosed neurobehavioral disorders in children. Children who are diagnosed with ADHD have a hard time controlling impulsive behaviors, have trouble paying attention, and can be overly active. It’s normal for children to have a hard time focusing or act up every now and then, but children with ADHD are frequently conflicted with their symptoms and cause them problems at home, at school, or with their friends (J, 2011).

The definition given by the DSM-IV encompasses three behaviors to be symptoms of ADHD: inattention, impulsivity, and hyperactivity. This definition offers minimal understanding of this prevalent but yet misunderstood condition. Professionals from various fields and educational backgrounds have researched this disorder since its introduction in 1980, though they have discovered treatments to counter act some of the behaviors the causes and cure are yet to be found.

There are many negatives involved in ADHD, but what’s often overlooked, are the positives. One of these positives is the fact that this disorder is very manageable and treatable. We have an extended amount of knowledge from numerous studies that have been done since the disorder was discovered. From these studies we now know that this disorder can affect people in many ways and be a burden on someone if not treated properly.

Previously known as ADD (Attention Deficit Disorder), ADHD is a neurological disorder linked to genetic factors. The Diagnostic and Statistical Manual of Mental Disorders (5th ed.) includes 3 types of ADHD: hyperactive/impulsive subtype, inattentive subtype, and combined subtype (American Psychiatric Association 2013). Some areas in the brain of ADHD children are damaged especially the frontal lobe, resulting in the impairment of executive functions. This comes with difficulties in forethought, working memory, planning/organizing, and regulation of emotions. ADHD is more prominent in children, although it can still persist throughout adulthood; it is in fact the most commonly diagnosed childhood psychiatric disorder (Miernicki & Hukriede, 2004).

According to Foley (2010), children with attention deficit hyperactivity disorder were categorized into two groups with nine behaviors associated with each category of ADHD. Behaviors with the inattentive category include failing to pay attention, and making careless mistakes, difficulty keeping that attention, not following through or listening, difficulty organizing, low task persistence, easily distracted, forgetful and losing things. Behaviors associated with the category of hyperactivity include a child being out of their seat and fidgeting, running and climbing excessively,

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

“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).