Overview of Attention Deficit Hyperactivity Disorder

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Attention Deficit Hyperactivity Disorder, also known as ADHD, has become a well-known disorder that our ears hear lightly and many don’t think twice about. Although, ADHD is presented in over 11,000,000 people that are living in the United States (Frank, 2017). ADHD is prevalent in both women and men of all various ages. Once one has this disorder, it stays with them forever. However, many therapists as well as psychologist believe that this disorder is over diagnosed and leads into false and inaccurate prescriptions. Due to ADHD being primarily diagnosed at the age of 7 (Holland, 2014), the main symptoms leading into the identity of ADHD are hyper activity, being easily distracted, acting out, daydreaming, physical aggression, and a lack

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.

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

Attention Deficit Hyperactivity Disorder, also known as ADHD, has become a well-known disorder that our ears hear lightly and many don’t think twice about. Although, ADHD is presented in over 11,000,000 people that are living in the United States (Frank, 2017). ADHD is prevalent in both women and men of all various ages. Once one has this disorder, it stays with them forever. However, many therapists as well as psychologist believe that this disorder is over diagnosed and leads into false and inaccurate prescriptions. Due to ADHD being primarily diagnosed at the age of 7 (Holland, 2014), the main symptoms leading into the identity of ADHD are hyper activity, being easily distracted, acting out, daydreaming, physical

The numbers can be mind-blowing! Ever since Attention-Deficit/Hyperactivity Disorder (ADHD) has been surveyed on a national level the numbers of affected persons diagnosed with the disorder has continued to climb. According to the Centers for Disease Control and Prevention (2013) ADHD was first surveyed, using input from parents and providers, in 1997. Not only have numbers of diagnosed patients and population percentage with the disorder shown an upward trend in growth, so have the number of available prescription medications used to treat the disorder. There is no doubt that there are other means of treating ADHD and many parents and providers may decide an anti-medication approach by utilizing improving behavioral/cognitive therapy practices and techniques. Still though, it seems that it is assumed that medication is the most popular and effective treatment method used to treat and/or maintain the symptoms of the disorder.

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) a neurobehavioral and cognitive disorder that is characterized by inattentive, impulsive and hyperactivity symptoms (Ko et al., 2013). It is a highly prevalent disorder among child and adolescent populations although approximately 15% of patients have been found to meet full symptom criteria into adulthood (Hoogman et al., 2013). ADHD has been related to various cognitive deficits in major areas of executive functioning such as planning, working memory decision making, goals setting, emotional attending (Ernst et al., 2003; Ko et al., 2013; Hulvershorn et al., 2014). In the past several decades, as technology has advanced and become more available for research purposes, researchers have been interested in looking at the neurological substrates that underpin Attention Deficit Hyperactivity Disorder. Many studies since have found that abnormalities in various regions of the brain are closely associated with specific behavioral and cognitive deficits that that are characterized by ADHD.

The validity of attention deficit hyperactivity disorder (ADHD) occurring for the first time within adulthood has been in recent years heavily debated. ADHD is a serious, oftentimes depleting developmental brain disorder, predominating in young children and adolescents (Muller & Asherson, 2012; Karam, et al., 2009; Hesslinger, et al., 2003; Taylor, et al., 2011; Tannock, 2013; Faraone, et al., 2006). ADHD is defined as a persistent pattern of inattention, hyperactivity and impulsivity that is more regularly exhibited and more severe than observed in individuals of an equivalent developmental level (Faraone, et al., 2000; Muller & Asherson, 2012). Symptoms comprise of forgetfulness, lack of attention, physical restlessness, impulsivity, disorganised and hyperactive behaviour (Muller & Asherson, 2012; Hesslinger, et al., 2003). DSM-IV diagnostic criteria requirement is symptoms must have presented prior to seven years of age, six or more symptoms of inattention and six or more hyperactivity-impulsivity be present, and there be impairment within social, work and academic (Faraone, et al., 2000; Hesslinger, et al., 2003; Taylor, et al., 2011;

Attention Deficit Hyperactivity Disorder, also known as ADHD, is a neurobehavioral disorder that develops during childhood and can continue through adulthood. ADHD’s characteristics include inappropriate levels of inattention, impulsivity and motor overactivity. It appears to be the most common childhood behavior disorder today with an estimate of 3-7% of school-aged having ADHD. (Miller, N.J., & Thompson, R. 2013). ADHD has had several names over the years. It has been known as minimal brain damage, minimal brain dysfunction and hyperkinetic reaction. (Peacock, J. 2002). ADHD impacts the lives of

Attention deficit-hyperactivity disorder (ADHD) is a psychological disorder that is characterized by a persistent dysfunctional pattern of inattention and/or hyperactivity-impulsivity, specifically interfering with the function and/or development of the individual (American Psychiatric Association, 2013). Approximately 9.5-11% of children are affected by ADHD or approximately 6.4 million children within the United States (Pastor et al, 2015; U.S. Center for Disease Control & Prevention [CDC], 2014).

Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and

Attention deficit hyperactivity disorder (ADHD) is a very complex and common childhood disorder recognized since the mid 19 century “that makes focusing on everyday requests and routines challenging” (American Psychological Association, 2015). It has proven to be a difficult disorder for children and adolescent, caregivers, family, peer, and teachers. The symptoms of ADHD generally begin to show signs, around ages 3 and 6. This is particularly among subtypes categorized by hyperactive and impulsive behavior (Barkley, 2006), symptoms are situational and vary. Which makes diagnosis for co-occurring mental problems more difficult among this age group.

According to DSM-V inappropriate levels of inattention, hypersensitivity and impulsivity mark Attention Deficit Hyperactivity Disorder (ADHD). It is the most commonly diagnosed childhood disorder and is also the most misunderstood. Significant difficulties in the areas of academic, psychological, social and interpersonal development make life challenging for developing individuals with ADHD. From childhood to adolescence more problems occur in academic areas whereas transition into adulthood leads to more problems social and interpersonal areas. Males are two to four times more likely to be diagnosed with ADHD than females (Schmidt & Petermann, 2009). Developmental delays are 2 to 7 times more common in children with ADHD than in normal children

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