Positive Effects Of Treatment For Attention Deficit Hyperactivity Disorder

Attention-Deficit Hyperactivity Disorder is affecting children and adults at vast numbers. The growing numbers of people affected by Attention-Deficit Hyperactivity Disorder (ADHD), made the Center for Disease Control and Prevention (CDC) recognize the importance of educating the public. The CDC discusses the signs and symptoms, different types of ADHD, causes of ADHD, diagnosis process, treatments, and resources with the public. The CDC is a trusted agency. The CDC’s website is credible because the writers use effective appeal to logos, ethos, and pathos to educate their audience.

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 (ADHD) crosses gender, cultural, and socioeconomic lines, but it does not render adolescents from participating or excelling in the academic process. ADHD disorder has been defined as a neurobiological development disorder of impaired executive functions that significantly affects self-control, behavior, cognition, and learning. (Anthony L. Rostain & J. Russell Ramsay, 2005) According to a study conducted by the American

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

Over the past couple of decades there has been a huge increase in the diagnosis and prescriptions given out for Attention Deficit Hyperactivity Disorder. According to a news report done by USA Today over the past five years use of ADHD medications have risen 40% totaling 39.5 million individual prescriptions ("New findings," 2009). When statistics like this are seen it is only normal for someone to ask questions. People are becoming curious about the legitimacy of the disorder, and whether or not the treatments being given to individuals are appropriate. The argument seems to be strong on both sides of the fence, but the extensive research done on ADHD leaves it hard for one to believe that it is a made up disorder.

Ritalin and other drugs used to treat children with ADHD and ADD have been given a lot of negative and some positive press over the years, but what is alarming is the statistics which I discovered from Suellen May, the editor of Understanding Drugs: Ritalin and Related Drugs: “In 1996, an estimated 1.5 million American schoolchildren (approximately 3-5% of all U.S. schoolchildren) were taking Ritalin daily” (9). The number clearly doubled over the years, which indicates that the use of Ritalin is increasing tremendously in America. With this in mind, while some feel that Ritalin is helpful overtime, the numbers show that Ritalin is actually not the best treatment for those who suffer from ADHD or ADD.

Since the early 1990’s the use of stimulant medications had tripled for patients who have been diagnosed with ADHD. ADHD is a highly genetic, brain-based syndrome that has to do with the regulation of a particular set of brain functions and related behaviors (add.org, 2017). According to several sources on the World Wide Web, the increase in ADHD diagnoses has increased significantly. Identifying the trends with parents, teacher and providers is now more important than ever. There could be a possibility of over medicating children who may or may not have this disorder. It may not be beneficial to prescribe children this powerful stimulant as their brains are still in developing stages in

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

Attention-deficit hyperactivity disorder, also known as ADHD, is one of the most frequent psychiatric conditions recognized in children (Am, 2007). There are concerns with over-diagnosing children with ADHD and over-treating them with medication, even among some professionals. Society is often unaware of the effects of pharmacological treatment for children with this disorder and early health interventions. Through research, this paper will address the long-term effects of pharmacological treatment for children with ADHD. Despite the fact that symptoms are relieved by medication, the question that still remains is how health and educational outcomes are affected by pharmacological treatment? Conversely, several medications and their side

The use of drug therapy for children with ADHD has escalated to an alarming degree in this “pill popping” world. Most parents as well as educators became more demanding for a “quick fix” for children who have been diagnosed with academic and behavioral problems (O'Dell & Cook, 2004 ). There has been increasing concern about the potential adverse side effects of these medications. Prescriptions and drugs for ADHD come with discussion and directions for use, and the purpose of the drugs. The section for side effects often comes in technical language and small print, and many people do not read this section at all. People tend to stop reading this section when they encounter difficult chemical names and descriptions. Furthermore, some of

In recent years, there are more people receiving treatment for Attention Deficit Hyperactivity Disorder than ever before. In 2005, it was estimated that about 3 to 7% of the country’s school aged children had a diagnosis of ADHD (Hall, Irwin, Bowman, Frankenberg, Jewett, 2005). Many researchers agree that this increase was caused by changes in special education laws that occurred in 1991 with the passage of the Individuals with Disabilities Education Act which increased services to students with ADHD and consequently led to an increase in diagnoses (Chau, 2007). In the years following this new legislation, there was a 9- fold increase in the amount of ADHD stimulant medication prescriptions written (Carroll, McLaughlin & Blake, 2006). With

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

The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to

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

Some children may simply take a while to learn and early diagnosis may lead to a wrong diagnosis if it happens that the child is just slow. The diagnosis of ADHD is often made when the child has been observed in only one environment such as a school and this is usually the environment in which the behaviour is occurring. This approach is sometimes very wrong and the problem might stem from an education system that does a poor job in accommodating students’ differences and needs or a variety of other factors that constitute barriers to learning and teaching. Thus, diagnostic labels may mislead understanding of cause. An incorrect diagnosis may attach a false label to the child and Children need adequate teaching and reading instruction before they can show any specific problems. With increased diagnoses there is a corresponding rise in prescriptions for medication and medications with aversive side effects may be prescribed. All medications are recognized to have some side effects, with some having debilitating effects, and since medications are often the first-line of treatment when some diagnoses are made, children can develop adverse or unwanted secondary