Attention Deficit Hyperactivity Disorder Case Study

Today in the educational system, I think one of the most looked down upon inequalities are students with an attention-deficit hyperactivity disorder, also known as ADHD. Especially in high school, living with ADHD is extremely challenging because students have a harder time concentrating during class, understanding the material given to them, or even taking tests and doing homework unlike other students. It seems the school system, and even society judges students based on what level they are on. For example if a student has straight A’s in honors classes, that student would get all the praise, while a student who has average or lower grades in regular classes, that student would be ignored, get ridiculed or sometimes considered irrelevant. I myself am not officially diagnosed with ADHD, but I consider myself have a larger amount of inattention, so I have witnessed these types of inequalities in high school before. In Jonathan Kozol’s essay, The Savage Inequalities of Public Education In New York, Kozal explains how a school principal views the students reality, explaining “Sometimes a school principal...looks into the faces of the children in his school and offers a disarming statement that cuts through official ambiguity.” (261). It hurts to know that there are students who cannot focus properly in school, and no one can see it physically happen.

Attention deficit hyperactivity disorder (ADHD) represents the most common externalizing psychopathology in adolescents, affecting 3-9% of the population. It is a developmental disorder and a chronic condition with associated symptoms and impairment that persists in approximately three-fourths of the cases into adolescence and in half of the cases into adulthood (Çuhadaroglu-Çetin, Füsun, et al., 2013). Adolescents with high levels of impulsivity and inattention have an increased risk for school and occupational failure, difficulties in parent/peer relationships and social and problem-solving skills, executive dysfunctions, emotional self-regulation problems, antisocial behaviors and criminal activity, substance use, and other psychiatric problems when they grow up.

Attention Deficit/ Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders children face. It is typically diagnosed in childhood and often lasts into adulthood. “Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active” (CDC 2013). While there is no known direct cause of ADHD, many factors including genetics, environment, social class, and diet are possible links to the disorder. “There are three forms of ADHD; Predominately inattentive presentation, Predominately hyperactive-impulsive presentation and Combined presentation. Forms of ADHD are diagnosed based upon the extremity of displayed symptoms”( CDC 2015).

According to the National Institute of Mental Health, Attention Deficit Hyperactivity Disorder, or ADHD, is the most commonly diagnosed disorder among children (1). The disorder affects approximately 3-5 percent of children of school age (1), with each classroom in the United States having at least one child with this disorder (1). Despite the frequency of this disease in the United States, there still remains many discrepancies about the disorder itself, starting from the diagnosis and frequent misdiagnosis of ADHD, as well as the question of whether or not ADHD is an actual medical condition, or just a "cultural disease" (3).

As many as 87% of clinically diagnosed ADHD children may have at least one other disorder and 67% have at least two other disorders (Barkley, 2006). Behavioral development such as anxiety, depressive, oppositional defiant, and conduct disorders might coexist with ADHD (Attention-Deficit, 2011). Depression and juvenile onset bipolar disorder also appear to be more common in children with ADHD than would be expected in the general population (Burns, 1999). There is also an increase in risk for anxiety disorder as well (Mash, 2006). Children with ADHD appear to have more minor physical differences than normal children and may be smaller physically than normal children, at least during childhood (Chronis, 2006). Thus, children with ADHD may have problems related to anxiety, stress, and low

Clinical Case 2: Erica brings her fourteen-year-old son, Daniel, into my office. Erica states that Daniel was diagnosed with ADHD when he was ten, but she’s not sure if that accounts for all his behavioral issues. Erica mentioned that Daniel often does not follow through with his chores, fails to finish schoolwork, is often irritable, and “doesn’t want to listen.” She wants to know what other conditions can occur with ADHD. I mention that ADHD can be comorbid with disorders such as, tic, anxiety, and mood disorders. I emphasize that ADHD is frequently comorbid with disruptive behavior disorders, such as conduct disorder, oppositional defiant disorder, and disruptive mood dysregulation disorder.

Among the behavioural disorders that are commonly diagnosed, Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent among youth and children. It is a persistent disorder that is attributed to neurobehavioral problems. About 3%-5% of all the children in America are affected by ADHD (NINDS Attention Deficit-Hyperactivity Disorder Information Page, 2011). The disorder is characterized by inability to concentrate or focus on a task and exercise behavioural inhibition that is normally related to age. There are several warning signs which can indicate the possibility that a child may be affected by the disorder. These include difficulties adhering to instructions,

Attention Deficit/Hyperactivity Disorder (ADHD) is commonly diagnosed in childhood and affects approximately 5% of children worldwide (5th ed.; DSM-5; American Psychiatric Association [APA], 2013). Once thought to be a disruptive behavior problem, it is now believed to be a neuropsychological disorder that results from abnormalities within the brain and manifests as functional deficits (Barkley, 1997). These deficits result in symptoms of inattention, hyperactivity, and/or impulsivity. Current diagnostic criteria for ADHD include 18 symptoms that are defined by these three core clusters (APA, 2013). ADHD usually manifests during childhood, however it persists into adolescence and adulthood in an estimated 35%-70% of cases (Adler & Cohen, 2004; Barkley, Fischer, Smallish, & Fletcher, 2002; Kessler et al., 2005) and affects approximately 2.5% of adults worldwide (APA, 2013). The prevalence of adult ADHD is estimated to be between 4% and 5% in the United States, amounting to approximately 9.4 million adults (Faraone, Spencer, Montano, & Biederman, 2004).

Specifically, according to Parens and Johnston (2009), approximately 4.6 million American children between the ages of six and seventeen have been diagnosed with ADHD at some point in their lives. There are three specific subtypes of ADHD, including predominantly inattentive presentation, predominantly hyperactive-impulsive presentation, and combined presentation. In terms of predominantly inattentive presentation, individuals commonly experience difficulty with organization, paying attention to detail, and following instructions (Centers for Disease Control and Prevention, 2014). Also, they may be easily distracted or forgetful. In addition, they may have difficulty completing or finishing specific tasks. Additionally, regarding predominantly hyperactive-impulsive presentation, individuals may be restless, frequently interrupt others, and speak at inappropriate times. People who experience impulsivity may frequently have accidents and/or injuries as well (Centers for Disease Control and Prevention, 2014). Further, in terms of combined presentation, symptoms of both of the two types of ADHD that were previously discussed are

The participants for the study consisted of 915 youth between the ages of 6 to 19, most of which were recruited from the local schools. 242 of these children were sibling pairs, 484 siblings in total. Out of the total 915 students, 389 were diagnosed with ADHD (27% of which who were taking a prescribed medication) and 384 without. The last 142 students were classified as having some ADHD symptoms, but not enough or too infrequent to be diagnosable. Parents and teachers were asked to complete multiple surveys asking them to rate and identify observed symptoms and behaviors of their child/children. The researchers made sure that diagnoses regarding ADHD and other similar disorders were made carefully and professionally. (Among all the various tests and surveys, the parent’s and teacher’s ratings were looked at the most, pertaining to ADHD symptoms and behaviors.) The participants were then asked to complete an IQ test and various academic assessments to get a sense of their academic levels. Additionally, the researchers obtained information about past disorders and health complications from both the children’s and their family’s history. Each student’s parent/guardian was asked to fill out a detailed questionnaire about the pregnancy, birth, and early development of their child. They were also asked about the mother’s substance use, specifically tobacco, and

Attention-deficit/hyperactivity disorder affects 11 percent of school children, according to CHADD. This disorder causes children as well as adults to be inattentive when working or talking because of their high-functioning brain. This usually hinders the completion of daily tasks and takes a big part in how they live their everyday lives and the certain modifications they have to make to be successful with their daily tasks. Most parents think that their child needs to be put on medication because they will not listen or cannot pay attention to anything, but in most cases, little kids not listening is normal. This disorder affects mostly boys, and it is less likely for adults to be diagnosed

What is Attention- Deficit/Hyperactivity Disorder? Well it is one of the most commonly developed disorders among children, teens and adults (National Institute of Mental Health). In fact 5-8% of school-aged children are affected by attention deficit hyperactivity disorder (Mikami, Reuland and Griggs). According to the Mayo Clinic staff, attention deficit hyperactivity disorder is a mental health condition exhibited by difficulty maintaining attention, as well as hyperactivity and impulsive behavior.

Ms. Jones was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when she was seven years old. She indicated that she would constantly disrupt the classroom activities. During that time she was prescribed medication to help her focus. She indicated that academically she did not presented difficulties and made good grades. The customer stated that she has not received treatment for ADHD, however, she has requested her doctor to help with medication because she is having difficulties focusing on her daily activities. The customer indicated that in 6th grade she was diagnosed Bipolar and took medication to help her symptoms. She is currently receives treatment at Salus Care and has been told that she may have a personality disorder.

Attention-deficit/hyperactivity Disorder (ADHD) is a behavioral disorder with a complex etiology. Demonstrating a high genetic basis of ADHD symptomatology, several studies have shown an association between this conditions and dopamine-related genes including the dopamine transporter gene DAT1 and the dopamine receptor 4 gene DRD4. Additionally, various environmental factors have been implicated, ranging from pre- and perinatal conditions such as maternal stress and smoking during pregnancy, to many psychosocial environments including family instability. Although most of the research has overcome the nature versus nurture debate, shifting their focus towards the extent of contribution of each of the genetic and environmental components,

Shawn has met a majority of the diagnosis categories of Criterion A for attention-deficit/hyperactivity disorder. Shawn demonstrates having difficulty not just at home, but also in school. In school according to Shawn’s teacher, “he often gets out of his seat, talking to other classmates during lessons, and getting into arguments with peers during recess. His mother also had some concerns about his behavior, she expresses that Shawn has the tendency to get out of his chair during meals, and during church services he can never sit still, this demonstrates his difficulty sustaining attention in tasks or play activities (B1). Shawn’s mother examined that he is “ frequently losing his jackets and gloves and at times he also forgets to complete or turn in homework assignments demonstrating that he has difficulty keeping materials and belongings together, and also starting a task but too quickly loses focus (E1 and D1).