Cognitive Evaluation : Julian 's Diagnosis Of Adhd With Elevations

ADHD is a chronic condition of impulsivity mixed with inattention and hyperactivity. The symptoms of ADHD include inattention, fidgeting, talking excessively, trouble waiting for their turn and much more. ADHD is treated with both behavior therapy and medication. It is estimated that 5% of the population has ADHD.

Is ADHD diagnoses in America rising? I say no because I think that ADHD is being overdiagnosed. Some medications for ADHD don't helps that much. They also give them medicine that is not the right kind to help them. Which can also cause problems to the person's body.

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder in which children have substantial difficulties paying attention and/or demonstrate hyperactivity-impulsivity (American Psychiatric Association, 2013). ADHD is primarily diagnosed when a child is in elementary school (American Psychiatric Association, 2013) and the diagnosis requires that the child has major problems in more than one location, for example at school and at home (Subcommittee on Attention-Deficit/Hyperactivity et al., 2011). There are various scales that have been completed by parents, and teachers in order to help with ADHD diagnosis, such as the Vanderbilt ADHD Diagnostic Scale, Strengths and Difficulties Questionnaire (SDQ), Strengths and

The data of the study was establish that these cognitive assessments provide excellent degrees of discrimination between children who do and do not have a diagnosis of ADHD. Using scores on all of the tests, over 90% of children with ADHD and over 80% of the comparison group were correctly

ADHD is identified by using a diagnostic interview method. It is important that the study of the child being diagnosed include the history covering their present symptoms, an opposing diagnosis, comorbid conditions, as well as medical, developmental, school,psychosocial, and family histories. It is also recommended to explore the reason for a request for evaluation of ADHD in the first place, as well as the different methods of treatment that had been used in the past. This test is not only unique to ADHD, it is also used in diagnosing other mental disorders such as schizophrenia and autism. (National Institute

In conclusion, there is no standardised method of assessment, it is down to the clinician whether he uses rating scales and written tests or makes a judgement based on third party observations. What one expert would classify as ADHD, another might not. Personally, I feel education is key to the idea of misdiagnosing and it shouldn’t be left to just the clinician to detect the diagnosis. Parents and teachers spend more time with children and therefore should be made aware of the variations in the condition. Now, with DSM-5 specifying a lower proportion of total symptoms for an ADHD diagnosis and increasing the age of onset to 12 years, we may see further changes in ADHD trends in the future. Although there are still many unanswered questions,

The treatment of ADHD, a mental disorder, is a popular topic among scientists, clinicians, and psychologists. However, controversy is present in the topic, and it is caused by much disagreement over whether ADHD is properly diagnosed, and which treatments for ADHD are most effective. Although both sides of each of the aforementioned conflicts consist of members that support their arguments and claims with solely blatant evidence, the sides also include members that invalidly attempt to support their own claims with opinionated statements and emotional manipulation, two factors that often contribute to biased, invalid arguments. Furthermore, all the groups of debaters that provide evidence to support their claims include debaters that make statements

Children who are diagnosed with ADHD have been shown to have slight differences in brain function in comparison to their peers, especially with those thought processes that control attention and organise memory (Kids Matter, 2014). Forness and Kavale argue that a student’s success in the classroom is often dependent on their ability to focus on tasks and teacher and classroom expectations with minimal distraction. Such skill enables a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions (Forness and Kavale, 2001). Diagnosis of ADHD is not straightforward. Any one clinical or laboratory test is not sufficient evidence to concur a diagnosis. To make a diagnosis, a mental health professional needs to undertake a number of assessments, including the child’s progress through early development, any prior experience of trauma or ill health, family circumstances, learning and school behaviours (Kids Matter, 2014).

The first documented case of Attention Deficit Hyperactivity Disorder (ADHD) was in 1798 by a Scottish physician named Sir Alexander Crichton (Lange 2). In 1998 Doctor Eugene Arnold brought to the attention of the national institution of health (NIH) about twenty-three non stimulant treatments, however, these findings were ignored. Dr. Arnold makes a statement that “Diagnosis is a Mess” (Henderson 1). This brings up the issue that doctors rely too much on stimulants to fix ADHD which benefits the pharmaceutical companies and likewise does nothing for the child. Too often, children are subjects of experiments by doctors using a variety of medications which can cause harmful side effects. Some of these children

Clinical manifestation of ADHD are an “inappropriate degree of inattention, impulsiveness, and hyperactivity” (Halter, 2013, p. 194). My client has a problems focusing in school and that leads to poor grades and loss of hope for the future. She displays impulsiveness by acting out and getting angry at whomever is making her upset at the moment. Halter (2013) defines Suicidal ideation as “thoughts a person has regarding killing himself or herself” (681). My client has suicidal thoughts, when life seems to bring her down. She has thought of making multiple cuts on her arm. She also has thoughts of ending her life if things do not get better. Depression is an “abnormal emotional state characterized by exaggerated feelings of sadness, worthlessness,

There’s a boy in my classroom who just can’t stay seated he often walks around the classroom to distract other kids, make noise during class time does not pay attention in class that has some behavioral issues. There’s a shy girl in my classroom who is quiet who withdrawn herself from peers and often daydream even though it seems as if she is paying attention to the teacher and actively doing her classwork. We now know that the hyperactive boy has a neurological disorder called attention deficit hyperactive disorder (ADHD) (Daley & Birchwood, 2009). One expert states, girls who daydream also has ADHD; sometimes called ADD  this occurs without hyperactivity, impulsivity, and defiant behavior says (Nadeau, 2004).

Neurological. ADHD has been associated to specific regions of the brain, especially the frontal lobe, basal ganglia and cerebellum. Individuals with ADHD are shown to have less brain electrical activity, less metabolic activity and also less reactivity to stimulation. Neuro-imaging studies have shown that individuals with ADHD have a smaller area of brain matter.

The CDC webpage that talks about ADHD is an informational article. The article covers all aspects of ADHD. It goes through the sign and systems, different types of ADHD, what causes the disorder, how to get diagnosed, what the treatment options are, and where to go to get help. The article only briefly covers all those subjects.

Affecting three to five percent of the population, Attention Deficit /Hyperactivity Disorder (ADHD) is one of the most common of the childhood behavior disorders. Associated with this disorder's core symptoms of inattention, hyperactivity and impulsivity are a variety of disruptive classroom behaviors (e.g., calling out, leaving seat, interrupting activities, etc.). Consequently, it is not surprising that these students are at risk for school failure. The first step in creating classroom supports for students with ADHD is understanding the students’ strengths and needs. This involves formal and informal assessment, as well as collaboration among educational professionals and the students’ families. If a student is not responsive to behavioral

The Conners’ 3rd Edition was developed in 2008 as an invaluable behavioral assessment. Its primary purpose is to assist in the detection and recognition of children with Attention Deficit Hyperactive Disorder, and disorders that occur often in simultaneity with ADHD such as Oppositional Defiant Disorder and Conduct Disorder ("Conners 3 - Conners 3rd Edition™," 2016). The Conners 3rd Edition also has a built in instrument that allows measurement for disorders that are not externalized, such as anxiety and depression