ADHD: Definitions, and Treatment - Essay Example

ADHD Definition This research endeavor deals with AD/HD (Attention Deficit Hyperactivity Disorder), and seeks to clarify some of the methods of definition on a more individual level considering the controversial issues surrounding misdiagnosis and over-diagnosis in the school system, and other debatable issues which surround the condition. In terms of what it is, Attention Deficit Hyperactivity Disorder is currently defined as a neurological disorder affecting the brain, “that affects both children and adults. It is characterized by symptoms of inattention, impulsivity, and hyperactivity. Conservative estimates indicate that AD/HD affects between three to seven percent of school age children, and between two to five percent of adults” (Freer, 2004). This is how one author defines the disorder and its prevalence; although there has been a more recent interest in adult ADD and AD/HD, the disorder is primarily associated in the media and in most existing articles with children and adolescents. This means that the disorder is also aligned with the educational system in this country. At the same time, there has been a federal concentration on outlining programs that are relatively sensitive and malleable and do not reflect federalization in dealing with the problems brought up by special situations of AD/HD. Symptoms In terms of the symptoms that they show, generally the individual with AD/HD, “Fails to pay close attention to details or makes careless mistakes in schoolwork… has difficulty sustaining attention, does not seem to listen when spoken to, does not follow through on instructions and fails to finish, has difficulty organizing tasks… avoids or is reluctant to engage in tasks that require sustained mental effort, loses things… easily distracted… forgetful” (Dreher, 1998). These symptoms could be seen as simply shortcomings in attention span or irresponsibility, so in many cases the student or child is blamed for their condition, when it is really the brain chemistry that deserves the blame, not the individual. This is why teachers and parents need to give children with AD/HD more tools to overcome the symptoms: they often have trouble writing neatly, so teachers could advocate early use of word processors. “Children with ADHD are sometimes poor spellers, so let them use a spell checker to edit their stories. Wherever possible, let kids use checklists - to assess key elements of their stories during the revision process, to determine whether theyve followed important steps” (Weaver, 1998). Symptoms of AD/HD are easier to recognize now that the disorder has received a lot of attention, and therefore the symptoms are less likely now to be overlooked or written off as irresponsibility. Causes There is likely not a singular cause for AD/HD, but likely it is a combination of genetic, environmental, social, and behavioral factors. Society tends to go one way or another in terms of nature vs. nurture, and currently society tends to put a great emphasis on biological nature based explanations, perhaps due to the current advances in genetic science and genome identification. This results in some disagreement: some argue that the condition is caused by genetics, others environment. Still others doubt whether it is even a legitimate condition. However, in terms of causes and symptoms, there are some commonalities about AD/HD recognized in existing literature. That is, individuals studied did have some common tenets in learning preferences that supported the presence of a holistic, if not a contradictory, model. It was found during one experiment that students did employ a wide variety of different ways of learning, so that “it was important to note the learning style traits important to each individual, for many differences existed both within and between these groups of students. The ADHD students did not fit into pre-established categories” (Brand et. al, 2002, p. 272). The authors published their results as well as discussing the implications of their findings, which stressed both the commonality and the diversity that was found in the surveyed student population, in respective terms of extra-environmental obstacles and internal learning styles which may point to possible causes. In many cases, the causes of AD/HD are presented as a mystery in terms of its causes as well as discussing the implications of findings, which stress both the biological and social impacts which may make some individuals more likely to be diagnosed as AD/HD. Treatment options In terms of treatment, many stress that what seems to be needed is a less whole-oriented method of dealing with children with AD/HD that does not assume that they all have the same universal needs, and this informs their hypothesis that children with AD/HD will reflect a wide diversity of what could be other problems, although they may be over-diagnosed in the U.S. Most estimates indicate the United States has even less than 50% of the AD/HD population in the world, “Yet, the US is the world leader in AD/HD drug sales at 97 percent. A North Carolina study of Medicaid recipients found that eighteen percent of school-aged males were treated with psychostimulants between 1992 and 1998. Conversely, Europe, which does not readily accept AD/HD as a true disorder, labels only one percent of its child population as hyperkinetic’” (Freer, 2004). This also shows how the problem may be being over-medicated, especially in the US. Many people think that pharmaceutical interventions can solve any problem created by ADD or AD/HD, or even cure the disorder. However, the common line on this mode of treatment is that “Medication can help, but for teens especially, one of the best treatments involves learning skills that make it possible for them to help themselves. These skills revolve around organization and structure, both at home and school” (Dreher, 1998). In other words, particularly for adolescents, the best treatment may be to give the individual with AD/HD the tools they need to overcome barriers and improve their respective concentration levels. In any case, even though the disorder of AD/HD has been studied extensively and is the subject of a plethora of scholarly and pseudo-scholarly articles, there is still general disagreement about how to treat it most effectively, as well as other aspects of the condition, including diagnosis. In fact, from one interesting perspective, “The differences in the number of children diagnosed and treated across countries, along with major differences in the use of stimulant medications, support the argument that ADHD may be a value-laden social label, rather than a legitimate medical condition” (Wolraich et al., 2003). In more productive terms of intervention, one set of authors found that “Large clusters of these children… required low rather than bright light when concentrating on academic tasks… a majority of the children lacked persistence… the children were (also) not able to function well academically in the morning” (Brand et. al, 2002). This brings about new concerns and questions about learning styles, which is also an important part of the assumptions of AD/HD’s impetus. REFERENCE Brand, Susan, Dunn, Rita, and Fran Greb (2002). Learning Styles of Students with Attention Deficit Hyperactivity Disorder: Who Are They and How Can We Teach Them? ERIC Clearing House, pp. 268-274. Dreher, N. (1998). ADD: Tracking the Deficit. Current Health. Freer, P. (2004). The mystery of AD/HD, its causes, and alternative treatments. New Life Journal. Weaver, C. (1998). Eight tips for teachers with ADHD students - attention deficit hyperactivity disorder. Instructor.   Wolraich, M. et al. (2003). Teachers screening for attention deficit/hyperactivity Disorder. Journal of Abnormal Child Psychology.   Read More