Childhood Diagnoses

Analysis of parent-reported data from the National Health Interview Survey (NHIS) 2011–2013 found that 10% of children ages 4–17 years were diagnosed with ADHD (Pastor et al. 2015) Boys (13.3%) are twice more affected by ADHD than girls (5.6%)(Pastor et al. 2015). A similar study found that the prevalence rate of ADHD diagnosis increased from 7.0% in 1997–1999 to 10.2% in 2012–2014(ADHD General Prevalence. (2014).

Symptoms for boys stands out more than girls. Boys with ADHD are more often act out in class than girls (Griffin, M. (n.d.).). Boys show symptoms like blurting out, pushing, and can’t sit still. Girls symptoms include being withdrawn, nonstop talking, speaking out of turn, disorganization, and overly emotional (Griffin, M. (n.d.)). Boys symptoms with ADHD tend to physical, whereas in girls symptoms are more emotional and mental. They both share some similar symptoms like trouble focusing, and staying on task. Males with ADHD get diagnosed at younger ages than females. Boys get diagnosed around the age of 7, where girls get diagnose until the age 12 (Griffin, M. (n.d.).). According to research about 75 percent of girl with ADHD are undiagnosed (Griffin, M. (n.d.)). By paying close attention to females who may have symptoms of ADHS, can help girls get diagnosed by sooner than later.

Due to the lack of self-control and the increased impulsivity of these individuals there is a higher level of reported defiance. 65% of children with ADHD diagnosis have issues with defiance, non-compliance and other authority related conflicts. Many people with this disorder experience uncontrollable verbal hostility, short tempers, and troubles with expressive language. Because of the lack of filters to tell the brain that these actions should be avoided, these children receive poor rapport from peers. They are also often misunderstood. Many times teachers learn to expect the behavior but punish it rather than redirect it. These children may learn to use this disorder as an excuse to not succeed. There are some people who believe that this labeling is needed and helpful.

Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

Understandably of course it's a money making machine between the cost of therapy, medications, and depending on the medication weekly to monthly blood draws. There's lots of money to be made off of people diagnosed with ADHD. More than that though, is that it's become sort of a trend. “Few topics have generated as much public concern as the diagnosis of attention-deficit/hyperactivity disorder (ADHD). According to data from the Centers for Disease Control and Prevention, outpatient visits for ADHD jumped from 1.6 million to 4.2 million per year from 1990 to 1993” (ADHD—Overcoming the Specter of Overdiagnosis. (2002). ADHD has

The increase of ADHD diagnosis has raised many concerns among doctors in the United States. In 2013, the Centers for Disease Control and Prevention reported new data that showed the number of children diagnosed with ADHD grew by 22 percent in a four-year period Brown University, (2013). The information from the Center for Disease Control & Prevention (CDC) raised questions and concerns about the growth of ADHD diagnosis. The Centers for Disease Control and Prevention (CDC) also stated that the percentage of children with a diagnosis of ADHD continue to increase in the United States. This information was provided by the Centers for Disease Control & Prevention (CDC) to inform the public and raise awareness for ADHD. Researching the growth of

ADHD affects eight to ten percent of school aged children and - even though specialists cannot figure out why - boys are three times more likely than girls to be diagnosed (Kingsley, MD). Teachers are normally the first to see a difference since they can compare that child to other children in the class. Michigan State University states that sixty percent of children that are diagnosed with ADHD are one of the youngest in their class. They stand out more considering that they’re not as mature as their classmates. “Many ADHD diagnoses may be driven by teachers' perceptions of poor behavior among the youngest children in a kindergarten classroom," Paddock states. "But these 'symptoms' may merely reflect emotional or intellectual immaturity among the youngest students." (Paddock)

Families who have children with ADHD often experience much higher anxiety and stress levels. A large number of children, almost half, will exhibit signs of ADHD by the age of four. However, most children are not diagnosed until he or she reaches elementary school. The behaviors that are associated with ADHD in children put them at risk for a host of other problems and complications such as completing their education, alcohol and other drug abuse, and an increased risk for delinquency. There has been much research on ADHD in recent years and many different types of medications and interventions have proven to be quite helpful. With the proper diagnosis and treatment, children with ADHD can learn to cope with the daily demands of the classroom, social situations, family interactions, and life in general.

Attention Deficit with hyper activity Disorder commonly known as ADHD is classified as a disruptive behavior disorder usually diagnosed in childhood. ADHD is the most commonly diagnosed behavior disorder of childhood. It appears to be more common in boys than it is girls. This Disorder is more common in boys than in girls and approximately five in one hundred children are affected (Busing). There are three subtypes: Predominantly hyperactive-impulsive, predominantly inattentive, combined hyperactive-impulsive and inattentive (most children have the combined type of ADHD)(nimh.nih.gov).The age of onset of ADHD is usually in preschool to early elementary school years.

Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the

Although most children are incredibly active running, playing, jumping and screaming some of these children cannot simply control their actions very easily. These children are mostly identified as having behavioral problems, they have a hard time following rules and staying focused in one subject. Attention Deficit-Hyperactivity Disorder (ADHD) has been identified many years ago, and as the time passed this psychological disorder has evolved. Today ADHD is the most common disorder diagnosed in children in which males are diagnosed more than females. ADHD impacts the psychosocial perspective of a child as well as their conformity to the accepted social behavior.

ADHD is a very common neurodevelopment disorder of childhood. It is usually diagnosed in late childhood, around the age of seven by the teachers. The symptoms are typical

The prevalence of ADHD diagnosis in children has increased since 20 years ago. As of 2014, about 5 million children have a current diagnosis of ADHD with the average age of diagnosis being 6 years old. A parent-reported data analysis completed by the National Health Interview Survey (NHIS) in the years 2011–2013 found that children between the ages of 12 and 17 are the most diagnosed (CHADD). It was also discovered that an ADHD diagnoses is more common in males than females by 7.7%.

The author of this paper is asked to diagnose a child's condition based on a series of symptoms. The author is also asked to provide treatment options and an overall treatment plan for the disordered diagnosed. The child in question is almost certainly autistic based on the totality of symptoms that exist and the author of this paper will justify this diagnosis and what should be done in response to the disorder being present.

If left untreated, the condition may lead to considerable worry or limitations in other areas of the child's life. Peer relationships, school functioning, and family functioning all may suffer. Depression may develop. In some situations, in response to the extreme anxiety, social isolation, and limited activities, a child may develop thoughts of