Neurodevelopmental and Neurocognitive Disorders Essay

Properly diagnosing ADHD, medication choices, and behavioral interventions are the key focal point. Is medication truly worth the side effects?

Like most other developed countries, the majority of our U.S. culture is now accustomed and drawn to the idea of “quick-fixes.” In this busy society, one is typically most intrigued by the option that is the easiest to implement and can provide the fastest results, such as a pain pill for a headache. However, in the world of mental health and its’ disorders, a “quick-fix” is usually not the best approach. Attention-deficit hyperactivity disorder (ADHD) is among these mental health disorders that should not be resorting only to a “quick-fix”, such as a stimulant medication, to effectively manage the disorder. This is especially true for ADHD among the pediatric population, as this is a time of rapid behavior and personality growth, as well

ADHD is not a curable condition but it is treatable, and treatment can begin at any age. The use of medication is the most common form of treatment. Stimulants are the best-known treatments and have been used for over 50 years (KidsHealth, n.d.). Non-stimulants and antidepressants are good alternatives to the use of stimulants. Research has shown medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy (KidsHealth, n.d.). Behavior therapy provides for the development of strategies that assist in creating living routines, limiting distractions, limiting choices and getting organized all of which helps reduce the symptoms of ADHD (KidsHealth, n.d.). Other treatments including megavitamins, special diets, visual training and one on one psychotherapy have been tried. However, scientific research has not found these treatments to be effective (KidsHealth, n.d.).

Sibley, Margaret H., et al. "Pharmacological And Psychosocial Treatments For Adolescents With ADHD: An Updated Systematic Review Of The Literature." Clinical Psychology Review 3 (2014): 218. Academic OneFile. Web. 6 Mar. 2016.

Some major causal variables that have been identified are categorised as neurological factors, toxic reactions, genetic linkages and environmental factors. However, most of the available evidence found, points to neurological factors, which are imbalances of neurotransmitters in the brain, and genetic variables as the primary causes of ADHD. The environmental factors and toxic reactions (such as lead exposure and food additives) are considered very minimal causes of ADHD. The search for causes of ADHD continues. There are many variables which are biological or thought to have an affect on biological functioning.

ADHD is a behavioral disorder that includes difficulty paying attention, hyperactivity and impulsiveness, and the common drugs Adderall and Ritalin are often prescribed for Attention Deficit Hyperactivity Disorder. The goal of ADHD medication is to increase dopamine levels in the brain and to help reduce symptoms of hyperactivity, inattentiveness and impulsivity. Dopamine is a neurotransmitter associated with motivation, pleasure, attention, and movement. CNN reports that “ The Centers for Disease Control and Prevention notes that fewer than 1 in 3 children with ADHD receive both medication treatment and behavioral therapy”(Drexler). The new research, published as two reports in the Journal of Clinical Child & Adolescent Psychology, found that children who began treatment with approaches -- such as instruction in basic social skills, based on a simple, but specific, system of rewards and consequences -- fared significantly better than those whose treatment began with a pharmaceutical, even if both treatments were ultimately combined into one therapy (Drexler). Restructuring and modifying a child’s environment can reduce a child’s stress and reduce many of the symptoms associated with ADHD. Behavior management strategies can help a child make sense of their world so that they can better understand cause-and-effect and be able to better predict consequences. An emphasis

The diagnosis of attention-deficit / hyperactivity disorder (ADHD) has increased significantly over recent years and along with the rise in diagnosis is the dramatic surge in prescription medication as treatment. ADHD is a behavior issue, not a disease. As an alternative to prescribing medication to alter a child’s behavior, parents, teachers, and doctors need to determine and find a resolution to the root cause of the negative behavior. Medication is not a cure for ADHD and does not solve the issues that create negative behavior – alternatives to drugs are available to make the necessary behavior modifications in children.

Normalization of skills such as learning and applying knowledge were not associated with stimulant medication (Loe and Feldman, 2007). Behavioral interventions for ADHD, including behavioral parent training, behavioral classroom interventions, positive reinforcement and response cost contingencies, are effective in reducing core ADHD symptoms according to Loe and Feldman’s 2007 study. Behavior management was found to be as effective as medication at reducing core symptoms (Loe and Feldman, 2007). Loe and Feldman’s (2007) study determined that more research is needed to determine which modifications would benefit more in the

For many patients, the treatment immediately reduced hyperactivity and impulsivity, allowing them to better concentrate and focus (NIMH). There was also a study conducted to compare treatment through medication against behavioral treatment. As a result, the treatment with stimulants was far superior to that of behavioral management, which can nearly dismantle arguments that ADHD is merely a behavior issue amongst children (NIMH). Even though there is a plethora of scientific evidence proving the validity of ADHD, there are still areas of concern which have allowed oppositionists to stake their own claims.

Rosch, Fosco, Pelham, Waxmonsky, Bubnik, & Hawk (2015), described behavior modification therapy based on reinforcement and/or punishment as the leading psychosocial treatment for ADHD. In addition, behavior modification is also recommended by the American Academy of Pediatrics (American Academy of Pediatrics 2011). Behavior therapy lacks the harsh physical and mental side effects of medication. Despite less side effects, behavior modification therapy can prove to be quite a challenge. There is no standard or baseline “effective dose” of behavior modification. Furthermore, it can vary significantly from child to child. Behavior modification referred to in most studies, includes some system of rating to determine if a child’s ADHD symptoms improve after therapy. Researchers utilize techniques such as daily report cards, reward-cost or points system, and feedback to analyze and monitor the child’s behavior. Different levels of intensity were implemented in some studies such as Fabiano, Pelham, Gnagy, MacLean, Coles, Chacko, Robb et al., (2007) High Behavior Modification (HBM) included a point system and daily report cards. Teachers, counselors, or other administrators provided feedback such as corrections on assignments and explanations when a rule was violated. Low Behavior Modification (LBM) provided less intervention, but included feedback without the loss or gain of points. Participants also received less praise and rewards. In the No Behavior Modification (NBM) study weeks the children were given directions, rule violation was corrected and noted, but explanations were not given. Pelham, Carlson, Sams, Vallano, & Al (1993) referenced other scholarly journals and findings arguing behavior modification improved academic performance in ADHD children best when a negative consequence accompanies poor behavior, rather than a reward for task

Attention Deficit Hyperactivity Disorder is without a doubt one of the largest social problems facing the Baby Boomers in the 21st century. The last two to three decades have seen this disorder labeled many different titles. As stated by Donald J. Brown in his article Attention Deficit Hyperactivity Disorder (ADHD), 1996: “What is apparent is that ADHD is a collection of symptoms or criteria.” Labeling a child as ADHD creates a large potential for error. The traditional approach of putting children on long-term usage of stimulants such as Ritalin, Centedrin, and Rubifen might allow a child to better concentrate because it somehow slows down the otherwise hyperactive student but it does nothing

This goal will be met by several steps, the first of which is that researchers must push for legislation to be passed based on scientific research that regulates doctors’ abilities to prescribe Ritalin and make behavioral therapy mandatory as the first treatment option. Next, legislation should be passed that requires behavioral therapy to be covered by all insurance companies to allow families of all economic statuses to access this treatment. Finally, a treatment pathway should be established in accompany with researchers that begins with behavioral therapy and slowly increases the Ritalin prescription until the disorder is managed in each child. This solution will allow children with ADHD to undergo a consequence-free form of treatment first. If this therapy is effective or it is discovered that the child was misdiagnosed, the child will not have to take Ritalin and will therefore be saved from any negative side effects. If this therapy is not completely effective, Ritalin will be introduced to the child alongside therapy to minimize the side effects. This solution will aid in the treatment of children with ADHD and reduce the side effects of stimulant medication, therefore it will end the negative consequences of overdiagnosis, but not overdiagnosis itself. The main goal of this solution is to protect the children’s

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.

Genetic evidence also supports the idea that ADHD is in fact, a disorder. For many years studies have shown that ADHD seems to run in families. One study suggested that ADHD’s heritability rate is around 60% (Kieling, 2008, p. 287).New advances in genetic studies support the idea that ADHD occurs due to a combination of genetic anomalies that affect the growth and development of different areas of the brain. In a study completed at Cardiff University in 2010, DNA samples

The neurodevelopmental disorders, according to the DSM 5, are a group of conditions with onset in the developmental period. The disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning. Autism spectrum disorder (ASD) is newly classified as such; it was once classified as “Asperger’s Syndrome.” ASD is a severe neurodevelopmental impairment. The disorder limits the functioning capabilities of children and their capacity to communicate as well as interact with others. ASD effects how children perceive the world around them; socializing with others happens to be the most vital piece of development. Onset for ASD can occur as early as infancy, some children, however, may develop normal and then begin to suddenly withdraw and become unusually aggressive with those around them, they also begin to lose vocabulary and language skills they’ve once had. Other medical conditions may be comorbid with ASD; for example, epilepsy, intellectual and structural language disorders, mental disorders, sleep disorders, and avoidant-restrictive food intake disorders, (DSM 5, pg. 59).