Attention Deficit Hyperactivity Disorder - Report Example

Attention Deficit Hyperactivity Disorder (ADHD)" Attention deficit hyperactivity disorder or ADHD deals with impulsiveness in children. However, research reveals that it can potentially co-occur with numerous other behaviour related disarrays. The characteristic features involve distraction, hand movement in a specific manner, jiggling in chair, giving contradictory proclamation, a habit of reversing letters in words, these conditions could be related with environmental quandary, unfriendly atmosphere, learning disorders, issues of anxiety. Treatment of such state should be taken care with endurance and persistence. Professionals involving a social worker, psychotherapist or doctor of psychiatry must take care of this condition. The present article is an attempt to foster an understanding towards the psychological implications of the ADHD as it pertains to listening comprehension. The article highlights various studies that are being carried out to recognize the conditions and also the means adopted to deal with ADHD cases. Introduction Attention Deficit Hyperactivity Disorder popularly called as ADHD, is a developmental, neurobiological state characterized by the existence of strict and persistent signs of inattentiveness, hyperactivity and impetuosity (American Psychiatric Association (APA), 1994). A child displaying symptoms of ADHD portray the high level of distraction, impulsive temperament and hyperactivity behavior. This is well documented between the age of 6 months to 7 years (APA, 1994). There is a behavior difference prevalent between the ADHD and normal individual. In case of ADHD individuals, a very short span of attention is observed, they are less attentive and distract very easily. They are therefore not able to focus on their work for a given length of time instead they display hyperactivity or disruptive temperament. The child also shows propensity of doing work without thinking which may fetch danger for the child. Moreover such children get frustrated very easily and show short temperament, such children lack concentration in the class and therefore show poor academic performance. In sports they display impatience and cannot wait for their turn and never go with the rules rather they have their own ways. Such children are more prone to the injuries and accidents (ADHD). ADHD individuals display co-morbid issues as around 30-50% individuals have oppositional defiant disorder (ODD) as well as they display conduct disorder (CD) as well as 20-30% ADHD cases show signs of anxiety while 11 to 22% ADHD individuals display bipolar disorder (Biederman, 1991). Neuro-imaging of ADHD cases display diminished prefrontal cortex thereby they lack in executing prefrontal functions and therefore they have reduced operational memory (Hill, 2002). Schachar et al, (2000) defined ADHD as "a disorder of dysregulation of thoughts and actions associated with poor inhibitory control. The incidence of ADHD is more prevalent in boys as compared to girls. It shows the sign of inheritance as it runs in family (ADHD). ADHD individuals display incapability in their reading, writing and mathematical skills. On the other hand if ADHD is associated with CD then the condition may worsen further as the issues are not confined to academics, instead they are associated with offending or disposition of criminal temperament (Daley, 2010) . According to Daley et al, (2010), there exists a correlation between academic performance as well as executive functioning. Children with ADHD along with poor EFs display poor performance in their academics in contrast to the children with ADHD and adequate executive functioning. When the results were compared with controls then poor EF does not found any co-relation with the academic accomplishments, suggesting that prevailing symptoms of ADHD and essential cognitive shortfalls and not co-morbid behavior predicaments are responsible for academic mutilation. Academic intervention suggests that academic performance does not appear to be associated to co-morbid behavior issues or the troublesome/ hyperactive symptoms. A co-ordination is required between the ADHD child, teacher, parents and the care providers. Research is being conducted across the globe and states that it is desired that the working memory enhancement is desired which require parents attention and persuasion (Daley, 2010). Medication as well as behavior interventions may act as the stimulants and bring alterations in ADHD childs behavior (Chronis, 2005). A regular modifications in tasks is desired, encompassing home-work focused interventions, training and assessment methodologies. Psychoanalysis and psychotherapy have been proved to play an imperative role in the ADHD treatment. Parents should take a lead role in boosting ADHD child and build confidence in the child for self monitoring and behavioral modifications (Daley, 2010). However, observations reveal that parents of internationally adopted children display AD/HD in an alarming proportion. These children may display AD/HD which is auditory processing disorder (APD), also referred as Central Auditory Processing Disorder, that implicates the relationship with CNS, where child possess normal hearing but display problem to recognize as well as interpret messages and information. This could be related with the temporal aspects of audition and child may find trouble in processing information as a result the time is prolonged in answering and responding to the questions and child may display difficulty in following long sentences as a result child may request for repetition of the question and child may be interpreted as undergoing distraction. This culminates in loss of focus, problem to complete the task without help, poor short term memory as well as problem in phonic awareness is also present (Elleseff). AD/HD cases must be dealt with a lot of patience and cool temperament rather than punishing them for their disparaging attitude. Parents affection and love plays a vital role in fulfilling the child with confidence. Early intervention at the age of 4-5 years could be beneficial while in certain cases it is reported as late as 8 years (Elleseff). Discussion with a child, making the child understand the repercussions of anger and bad temperament, making the child understand what is good and what are the other better ways to express views and demands may prove to be beneficial. Psychology is the Science that creates an understanding towards a logical thinking, an ability in keeping humane in concise. It is the way where an understanding is built up about the behaviour of a person, and methods could be devised to enhance what is lacking in the personality and how well an individual be groomed to have a sound and congenial influence on the society or influence social ambience of the individual. Besides the fact that a lot of research has been carried out we are still at the tip of the iceberg to further dwell towards the understanding of psychology. So far an immense collection of theories that have been postulated over the years and studies with various protocols and experiments have been performed to resolve diverse behaviour issues. The Behavioural Model emphasize on the fact how the environment shapes the personality of the individual, it emphasizes on the fact that there are certain motivational factors that provide an impact on the individuals behaviour, it came into picture when introspection and psychoanalysis were prevalent and laid prominence on observed stimuli and behaviour responses. The present article highlights the fact that psychology of the individual is the amalgamation of various aspects involving neural perspectives, cognitive as well as social perspectives. All these are responsible to shape the personality and behaviour of the individual together with social predicaments. Based on these parameters the social predisposition of the individual is decided. For the cognitive development of the society it is essential to analyze the neuronal perspectives of the ADHD so that appropriate social as well as cognitive measures could be formulated to alter the behaviour. Promoting a healthy environment of learning, education and competitions leaves little room for the anguish and agony. Behavioral interventions along with academic interventions could support cognitive development which could be implemented by co-ordination of peer and parents and act as a motivation for the child to overcome ADHD. Although medical science is performing studies to establish the appropriate strategy in dealing with ADHD cases it is highly important that nurture and upbringing by the parents and care providers should be coherent in preventing hyperactivity which may build-up anger and aggression, paving the way for violent aptitude. Psychological intervention however, plays a vital role in preventing such mental conditions. In todays scenario it is essential that parents must discuss everything with their kids so as to maintain transparency as well as generating a friendly relationship with the child. A help from pediatrician could be beneficial. As the child grows various changes takes place both physically and mentally it is essential for the parents to keep a constant watch on the behaviour pattern of the child and direct appropriately to have a timely prevention together with clinical and psychological interventions to deal with AD/HD. Conclusion ADHD is a neurological condition which is accompanied by Oppositional Defiant Disorder (ODD), this may or may not be associated with poor listening ability. AD/HD cases may display obliterations in all aspects of life they may encounters mutilation in social, behavior and academic skills which hampers their cognitive development and the consequences may prevail till adulthood which affects their memory, reasoning, mathematical ability along with the cognitive abilities to reduce distractibility. Behavioral interventions along with academic interventions could support cognitive development which could be implemented by co-ordination of peer and parents and act as a motivation for the child to overcome AD/HD. References American Psychiatric Association. (1994). Diagnostic and Statistical Manual of Mental Disorders(DSM-IV), 4th edn, American Psychiatric Association, Washington, DC, USA. Attention Deficit Hyperactivity Disorder- ADD-ADHD. (n.d.) Retrieved from http://www.aspeneducation.com/factsheetadhd.html. Biederman, J. J., Shrout, P. E., Ramirez, R., Bravo, M., Algeria, M., Martinez-Taboas, A., Chavez, L., Rubio-Stipec, M., Garcia, P., Ribera, J. C., Canino, G. (2007). ADHD correlates, comorbidity, and impairment in community and treated samples of children and adolescents. Journal of Abnormal Child Psychology 35, 883- 898. Chronis, A., Jones, H., Raggi, V. (2005). Evidence based psychosocial treatments for children and adolescents with attention deficit/ hyperactivity disorder. Clinical Psychology Review, 26, 486-502. Daley, D., Birchwood, J. (2010). ADHD and 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. Elleseff, T. Differential Diagnosis of AD/HD and Auditory Processing Disorder in Internationally Adopted School Age Children. (n.d.) Retrieved from http://www.smartspeechtherapy.com/differential-diagnosis-of-adhd-and-auditory- processing-disorders-in-internationally-adopted-school-age-children/ Hill, D. A., Yeo, R. A., Campbell, R. A., Hart, B., Vigill, J., Brooks, W. (2002). Magnetic resonance imaging correlates of attention-deficit/ hyperactivity disorder in children. Neuropsychology, 17, 896-506. Schachar, R., Mota, V. L., Logan, G. D., Tannock, R., Klim, P. (2002). Confirmation of an inhibitory control deficit in attention deficit/ hyperactivity disorder. Journal of Abnormal Child Psychology 28, 227-235. Read More