The Journal Of Clinical Child & Adolescent Psychology

The legitimacy of Attention Deficit Hyperactivity Disorder has been a controversial topic since it’s recognition as a part of the DSM-III, although there is copious research proving how many children are affected by this disorder. According to the National Institute of Mental Health, ADHD may affect around 3-5 percent of children. Psychiatrist Sami Timimi and psychologist Nick Radcliffe believe that ADHD does not exist and that the rapid increase of children taking stimulant medication to control it since 1996 is astonishing. Timimi and Radcliffe assert that it is a disorder made up by Western culture in order to explain away normal behavior in adolescents. They claim that normal adolescent behavior is viewed as unacceptable in today’s self-indulgent society. There have been millions of dollars and countless hours spent funding research about Attention Deficit Hyperactivity Disorder, how it affects children, and what is the cause of ADHD.

Behavioral disorder or ADHD remains comparatively common among young children ages four to twelve years of age. These conditions exist extremely innate, brain based that has to do with the limitation of a specific functions of the brain associated with behaviors. Mischief-makers and undisciplined are the characteristics of children with attention deficit hyperactivity disorder (ADHD). For parents and caregivers to detect behaviors particularly from association to concentration might conceivably overwhelming. To help stabilize the brain’s activity, physicians prescribe drugs to children with ADHD, but some parents disagree with it considering the effects of drugs. This paper will explore the benefit of a child’s well-being that depends on the hands of parents, caregivers, and doctors whether drugs are appropriately prescribe for children with attention deficit hyperactivity disorder.

It is difficult for researchers to isolate specific causes of child behaviour because each child’s environmental settings and values are different from one to another.

Today’s children in America have become a primary source of pharmaceutical financial gain. Up until the 1990’s children who were restless just needed physical activity, and children who were not paying attention in class were daydreaming. Presently, however, these same children are being diagnosed with ADD or Depression. They are being treated for these imagined ill-states of mental health with medicine that they do not need. More children today suffer from the side effects of the medication more so than the ‘condition’ itself. A few things to consider before allowing a child to be prescribed behavioral medication are ensuring a true diagnosis, exploring safe non-drug alternatives, and knowing the risks of behavioral medication for our children.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

Claim number two is “most student labeled as having A.D.H.D are males and many are black males. But boys tend to be more active than girls, and African Americans are known for being movement oriented, tactile and kinesthetic” (Ford). This claim supports Donna Ford main argument by providing behavioral norms to one gender and ethnicity. when considering to diagnose the child with attention deficit hyperactivity disorder, consideration of the norms of a gender and ethnicity of that student should factor into the decision.

“The figures showed that an estimated 6.4 million children ages 4 through 17 had received an A.D.H.D. diagnosis at some point in their lives, a 16 percent increase since 2007 and a 41 percent rise in the past decade. About two-thirds of those with a current diagnosis receive prescriptions for stimulants like Ritalin or Adderall, which can drastically improve the lives of those with A.D.H.D. but can also lead to addiction, anxiety and occasionally psychosis.” (Schwarz) These increasing rates at which Adderall and other stimulants are being prescribed are contributing to the pills availability

Webster-Stratton and Reid (2003) presented the Dina Dinosaur Treatment Program to the targeted students with conduct problems and the comorbid problems related to ADHD and ODD diagnoses. Both parent and child participated in a 22-session program. Webster-Stratton and Reid (2003) stated intervention with both parent and child are necessary for success and consistency when learning the components of the program. The Dina Dinosaur program focused on topics such as: How to do your best in school, Understanding your feelings, Using Problem-Solving strategies and steps as well as helping both parties understand how to be friendly, and other social entities in proactive communication that lead to prosocial behaviors. The result of the research conducted

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.

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

Psychology involves studying the mental functioning and general behaviors of both humans and animals. Social behavior and mental functioning of an individual are explained by exploring the neurological and physiological processes. These include emotions, cognition, perception, motivation, attention, brain functioning and personality. Child psychology is as well stated to be the application of psychological techniques to children where it involves carrying out research on mental states and development of children. The development of the child both physically, mentally and emotionally, with the help of a parent allows the identification of helpful information to any evolving challenges in child’s behavior and

     Child Psychology, study of children’s behavior-including physical, cognitive, motor, linguistic, perceptual, social, and emotional characteristics-from birth through adolescence. Child psychologists attempt to explain the similarities and differences among children and to describe normal as well as abnormal behavior and development. They also develop methods of treating social, emotional, and learning problems and provide therapy privately and in schools, hospitals, and other institutions.

The research will follow a 2x2 factorial design, with participants randomly assigned to 4 groups. The first group will receive medication with no behavioral therapy, more precisely they will receive the stimulant drug zanoracxophil (made up), every day of the week during breakfast. This drug is supposedly the leading drug in treating the symptoms of ADHD, it is said that it increase attention span and decrease hyperactivity. This drug also has the least amount of side effect, and has been approved by the Food and Drug Administration. The drug will be provided to parents in the beginning of each month, with close monitoring by the research clinicians for any side effects. The second group will receive positive psychology training twice a week