For over two-thousand years philosophers like Hippocrates have studied behaviors characteristic of the psychiatric disorder known today as Attention-Deficit Hyperactivity Disorder, “ADHD” (Peterson, 2007, p. 10). It is defined by Myers (2010) as “a psychological disorder marked by the appearance by age 7 of one or more of three key symptoms: extreme inattention, hyperactivity, and impulsivity” (p. 595). ADHD is predominately seen in boys. Possible reasons for developing this disorder have been linked to abnormalities in the development of the brain, as well as genetic and environmental factors. Whatever the cause may be ADHD results in learning difficulties, medications with side effects, substance abuse, crime, and troubled relationships. In 2003, studies performed at UCLA found that people diagnosed with ADHD had similarities in brain structure. The most obvious similarity was a smaller than normal frontal lobe, affecting the persons attention, impulsivity, organizational and time management abilities. It is also suggested that reduced blood flow to this region may lead to hyperactivity. Small temporal lobes, the putamen, corpus callosum, and cerebellum have also been found in ADHD patients, which can lead to many difficulties such as: the ability to understand spoken language, short term memory, and communication between the different lobes of the brain (Peterson, 2007, p. 48). The human body consists of sixty different neurotransmitters that carry electrical impulses through the nervous system. In people with ADHD at least five of those neurotransmitters are affected. Low levels of dopamine, serotonin, norepinephrine, epinephrine, and GABA can cause many of the symptoms seen in people with ADHD. Peterson (2007) e... ... middle of paper ... ...d academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?. Child: Care, Health & Development, 36(4), 455-464. doi:10.1111/j.1365-2214.2009.01046.x Jensen, Peter S. (2004). Making the System Work for Your Child With ADHD. NewYork, NY: The Guilford Press. Myers, David G. (2010). Psychology. (9th ed.). New York, NY: Worth Publishers. Peterson, Christine. (2007). Does Everyone Have ADHD?. New York, NY: Franklin Watts. Rief, Sandra F. (2005). How to Reach and Teach Children With ADD/ADHD. (2nd ed.). San Francisco, CA: Jossey-Bass. Sushevska, L., Olumchev, N., Saveska, M., & Kadri, H. (2011). Analysis of Subtypes and Other Associated Conditions of Attention Deficit and Hyperactivity Disorder (ADHD) in School Population from 6 to 12 Years of Age. Acta Facultatis Medicae Naissensis, 28(1), 53-58.
ADHD (attention-deficit/hyperactivity disorder). (2004). In The concise Corsini encyclopedia of psychology and behavioral science. Retrieved from http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fsearch.credoreference.com.library.gcu.edu%3A2048%2Fcontent%2Fentry%2Fwileypsych%2Fadhd_attention_deficit_hyperactivity_disorder%2F0
ADHD is a disorder that has been on the rise for several years now. The disorder is one that can cause many impairments to a child’s attention span, making it difficult to concentrate and to keep on task, especially on schoolwork. (Graham, 2007) The statistics have been growing ...
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder that displays as distracted, hyperactive, and unable to focus on tasks and activities. Also known as Hyperkinetic Impulse Disorder, Hyperkinesis, Hyperactive Syndrome, Minimal Brain Damage, Minimal Brain Dysfunction, and Undifferentiated Deficit Disorder, ADHD is the most commonly diagnosed neurological disorder in children. Although many children with ADHD are quite intelligent, their lack of focus can frequently lead to poor grades and a low self esteem. The exact cause of ADHD is still unknown, but it is considered highly inheritable. Results from numerous international studies on twins have found that ADHD may have a genetic link. The occurrence of ADHD in one twin is more often mirrored an identical twin who has the same genetic makeup, then in a fraternal twin whose genetics are similar but not identical. It is also believed that if a parent, uncle, or grandparent had ADHD, it is more likely their family may develop it as well. No gene has been discovered that directly relates to the disorder. MRI studies comparing the brains of children with and without the condition have shown that children with ADHD have weaker brain activity in the frontal area of the brain when responding to tasks that require inhibition. Because of this, it is thought that ADHD affects certain sections of the frontal cortex, parietal lobe, and possibly parts of the cerebellum.
Schneider H, Eisenberg D. Who receives a diagnosis of attention-deficit/hyperactivity disorder in the United States elementary school population? Pediatrics. 2006;117(4):601-609.
Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)
Yehle, A.K.; Wambold, Clark. "An ADHD Success Story: Strategies for Teachers and Students." Teaching Exceptional Children. 30 (1998): 6 8-13.
Chandler, C. (2011). The Science of ADHD: A Guide for Parents and Professionals. New York:
The health care setting plays an integral role in the diagnosis and care of children with Attention Deficit Hyperactivity Disorder (ADHD). The diversity of services available and the pathways that child and family inevitably find themselves taking can be long and arduous, therefore finding a service that will meet the needs of both is crucial.
While the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association) put forth a list of behaviors which predominantly fall in the category of ADD and/or ADHD, many researchers still maintain that there is no set way to diagnosis or develop a treatment program to these disorders which will be guaranteed to work. At the same time there is another set of researchers who maintain that these disorders actually do not exist at all. However, in the real world, parents and educators still continue to struggle with the task of coping with children who are hyperactive and who have very low attention span and whose behavior often interferes with schooling and family life. [Armstrong, 1997]
ADHD children seem to always be in motion. They can find it hard to complete tasks they¡¦ve begun and planning ahead is difficult. These children occasionally appear to be oblivious to what takes place around them. Then there are other days when these children appear to behave just fine, apparently unaffected by the disorder. This can pose a problem for the affected youngsters as it leads others to think that the ADHD children can readily control these behaviors. ADHD is non-discriminating. Faced with constant turmoil and commotion in their lives, these affected children are from many diverse backgrounds (Attention Deficit Hyperactivity Disorder 42). Ethnicity and cultural backgrounds of the affected children and their primary caregivers can greatly influence the understanding of this disorder and its associated behaviors as well as affect any treatment options that might be sought (Bussing 233). Why don¡¦t all children benefit from the wealth of information and treatment options available in today¡¦s society?
It is normal for children to have trouble focusing and behaving at one time or another. But for children with the disorder these symptoms are constantly occurring in their young lives. The symptoms continue and can cause difficulty in several settings. This behavioral disorder is characterized by inattention, impulsivity and hyperactivity. These symptoms usually occur together but one can occur without the other. When present, the symptoms of hyperactivity are almost always visible at the age of seven years and may be also visible at a younger age. The lack of attention is not completely obvious until the child faces certain situations, such as school work. A child with ADHD might have hard time paying attention, be easily distracted, have difficulty listening to others, daydream a lot, inter...
The conclusion drew was that more research needs to be conducted to before drawing an absolute conclusion that genetics and neurobiology determine the patterns of ADHD
According to Maria Basile, Attention Deficit Hyperactivity Disorder (ADHD) is classified as a disruptive behavior disorder characterized by ongoing difficulty with attention span, hyperactivity, and/or impulsivity. She points out that many children have challenged themselves to keep the disorder under control. She also shows that the children can be over-active or impulsive. Their development is not equal to an average child. Numerous of researches have been constructed in order to determine the percentage of children that posse ADHD. Basile shows statistics that reveal the percentage of the children who have ADHD, “The National Institute of Mental Health (NIMH) estimates that 3% to 5% of children have ADHD. Some experts, though, say ADHD may occur in 8% to 10% of school age children” (Basi...
Kirkpatrick, LaVonne. "ADHD Treatment And Medication: What Do You Need To Know As An Educator?." Delta Kappa Gamma Bulletin 72.1 (2005): 19-29. Education Full Text (H.W. Wilson). Web. 26 Mar. 2012.