Attention-Deficit/Hyperactivity Disorder Symptoms in Case of Matt in School - Essay Example

Attention-Deficit/Hyperactivity Disorder Symptoms in Case of Matt in School Matt suffering from inattention, difficulty in concentrating on complex tasks and high level of activity which cause him in his performance in school. His teacher said, "he was a bright child, according to the results of school readiness testing, who began the year with predictions of great accomplishment but as the month passed, he seemed to persist difficulty absorbing new information and finishing his daily lesson". Moreover, his parent encourages him to develop his own interests and keep himself busy. Matt found it difficult to follow the instructions from his teacher at school. He also found difficult to stay in his seat without moving his hands, feet slightly or change his position and rarely completed his homework on time. The physical exam done for him by his teacher suggested that Matt is basically in excellent health. Diagnosis As a result, these symptoms that I mentioned above indicate that Matt has Attention Deficit hyperactivity Disorder (ADHD), combined type. In order to get a truly accurate diagnosis of ADHD, one psychiatrist believes that it is necessary to look inside the brain to see how various areas are functioning (Gomez & Corr, 2010). The scanning of the brain will enable to determine whether it is working and will better target treatment. The diagnosis of ADHD is done mainly based on the inattention and hyperactivity symptoms which are outlined in the Diagnostic and Statistical Manual of Mental Disorders (Miller, et al., 2010). This diagnosis based on DSM-IV-TR is used by many psychiatrists, pediatricians and psychologists. The diagnosis of ADHD is possible when it has lasted for at least six months and should be severe enough to disrupt school and other aspects of the life of an individual (Gomez & Corr, 2010). Matt was diagnosed on the criteria of inattention and hyperactivity symptoms. Inattention symptoms included not paying attention to detail, making careless mistakes and not listening, being unable to follow or understand instructions (Miller, et al., 2010). Other symptoms of inattention that Matt had were being forgetful and avoiding tasks that required effort. Hyperactivity diagnostic symptoms include, uneasiness in the seat, interrupting, squirming and fidgeting always (Gomsez & Corr, 2010). I made the diagnosis by examining the symptoms that I observed in Matt. Diagnosis is mainly done based on the symptoms that occur in an individual. Attention Deficit Hyperactive Disorder (ADHD) can be described as the disorders that occur during the growth of an individual. ADHD is most commonly diagnosed behavioral disorders during childhood (Miller, et al., 2010). The disorders include conduct disorder, defiant disorder, affective disorders such as depressions, learning disabilities and communication disorders (Gomez & Corr, 2010). Theories of causation The theories of causation refer or explain the relationships between an event which is a cause and a second event which is an effect whereby the second event is understood as a consequence of the first (Barkley & Murphy, 2005). The theories can also be the relationship between a set of factors which and a phenomenon which are the effects. The theories hold that anything that affects an effect is a factor of that effect. A direct factor is a factor that affects an effect directly without any intervening factors (Fischer, 1990). Therefore, the philosophical treatment of causation extends over to a long discussion which touches on Aristotle’s topics which is a staple in contemporary philosophy (Unnever, Cullen & Pratt, 2003). Over the years Attention Deficit Hyperactivity Disorder (ADHD) has been recognized by doctors and it is a problem common in childhood and may continue into adulthood (Harrison & Sofronoff, 2002). There has been a continued diagnosis of the causes of ADHD of which understanding has remained in progress (Unnever, Cullen & Pratt, 2003). Many theories about ADHD causes have been considered over the years some of which include lack of good parenting, stressful family situations, lack of structure of school, excessive exposure to social media among other causes. However, this discussion will present only the biological and the social or cognitive causes (Harrison & Sofronoff, 2002). Social causes Fischer (1990) has it that the social construction theory of the Attention Deficit Hyperactivity Disorder (ADHD) tries to argue that the ADHD is not necessarily a medical diagnosis problem but rather it comes as a result of a social construction of a child (Barkley & Murphy, 2005). This theory describes behaviors that are not truly pathological but rather those behaviors that do not meet the social norms of an individual of the community from which the child is brought up in (Unnever, Cullen & Pratt, 2003). Harrison and Sofronoff (2002) assert that the proponents of the social theory of ADHD consider the disorder as real however it is normally over-diagnosed in some cultures. This is because they rely on the evidence received from the Diagnostic and Statistical Manual of Mental Disorders (DSM IV). This body produced a common language and criteria that can be used to classify mental disorders or illness (Unnever, Cullen & Pratt, 2003). This criterion is relied upon together with the international statistical classification of diseases and related health problems (ICD) which are both provision of the World Health Organization (Barkley & Murphy, 2005). ADHD as a social construct is opposing the pathological symptoms of ADHD but instead explain ADHD as an objective disorder (Fischer, 1990). Psychiatrist argues that the western society creates stress on families which in turn creates an environment that causes children to express the symptoms of ADHD. They also have a belief that some parents who fail in their parenting responsibilities can use the problem of ADHD in order for them to free themselves from the self-blame (Harrison & Sofronoff, 2002). Barkley and Murphy (2005) assert that some educational psychologist asserts that there are partisan agendas behind the educational policy making and scientific arguments concerning the teachings of literacy that is flawed. These flaws include the presence of neurological idea and explanations for learning disability (Fischer, 1990). The psychiatrist has viewed the ADHD context both in the learning environment and in the child’s individual abilities, behavior, family life and social relationships. The psychiatrist also asserts by presenting a new model that can be used to learn problems in the family and school environment. Studies show that these two are the major determinants of academic success of a child (Harrison & Sofronoff, 2002). These two interactive are the methods of education and attitudes than what strength and deficit would contribute to individual child welfare. In most cases, many symptoms of ADHD happen to be of questionable attributes and this explains why symptoms are described as being inappropriate (Harrison & Sofronoff, 2002). A number of social constructionist does questions what is used to determine the behavior of views that are put forward by the abnormal psychology (Barkley & Murphy, 2005). As of now, the pathology behind ADHD is not clear but research has found evidence in the brain between ADHD and non-ADHD parents. However, contrary to what social constructionist believes in, studies show that a medication used in the treatment of ADHD is responsible for the decreased thickness in that is observed in most regions of the brain (Unnever, Cullen & Pratt, 2003). Biologists point of view In biological or genetic point of view ADHD is said to be highly transmissible from one individual to another (Barkley & Murphy, 2005). Studies also show that the genetic factors results in about 80% of the ADHD cases today. There is a great question of dissatisfaction concerning the connection between the genetic and the ADHD (Harrison & Sofronoff, 2002). This is because there is no single gene that has been associated with the psychiatric condition after the performance of the test in spite of many misinformation’s about the disorder. As asserted by Harrison and Sofronoff (2002), there exist many theories and explanations surrounding the ADHD but there is a distinctive definition that is biological, neurological or genetic that explains mental illness (Fischer, 1990). The theory arguments criticize that ADHD is a heterogeneous disorder. They claim that it is caused by an interaction of genetic and environmental factors and therefore the theory cannot be modeled using only one factor which is the genetic. Other studies show that there could be a big part played by biological factors on the ADHD (Barkley & Murphy, 2005). This is because the research shows that there is a wide range of genome identified on specific chromosomal regions that are predicted to confirm a susceptible gene that contribute to ADHD. New research on biological theory suggests the ADHD have a genetic basis. Researchers have found out that the children diagnosed with ADHD were more likely to have duplicate or missing segments in their DNA material than those children without diagnosis (Harrison & Sofronoff, 2002). Specifically researchers were in search of variation in genetic makeup that was more common in children with ADHD as asserted by Barkley and Murphy (2005). In achieving this, the study also found a significant overlap between DNA segments and genetic variant implicated in other neurodevelopment disorder (Unnever, Cullen & Pratt, 2003). The assertion was that these similarities did not mean that these conditions are the same but they provided evidence that ADHD is a neurodevelopment disorder. The condition is considered highly heritable in that children with ADHD are statistically more likely to also have a parent with the condition. Treatment ADHD can be treated in various ways and therefore, Matt could be treated with the following ways. Psychological treatment was possible to use. Behavior therapy is the psychological treatment for ADHD. Classroom management is one of the behavior therapies that have worked consistently (Groom et al., 2010). Another behavior therapy that can be used is the behavioral parent training. Behavior therapy uses contingency management strategies to reinforce appropriate behavior and reduce unwanted behaviors (Sallee et al., 2012). These strategies will help to increase desired behaviors of Matt, including turn-taking, attentiveness and ability to follow directions through the employment of reward systems (Jarrett & Ollendick, 2012). The rewards system can take many forms including stickers, poker chips among others. The rewards should be considered carefully to ensure that they are appropriate and salient to the youth. Because Matt was still young, he would benefit more from the tangible rewards (Groom et al., 2010). Matt could benefit more from the behavioral classroom management. Behavioral classroom management has received the most support of any psychological treatment for the youth who have ADHD. Matt teacher could apply behavioral classroom management strategy to facilitate his treatment. Classroom management strategies that are effective include rewards programs, point systems and time-outs and daily report cards (Jarrett & Ollendick, 2012). The daily report card provides feedback to youths, parents and other therapists about the behaviors occurring in the classroom that was off target (Groom et al., 2010). The daily report cards also bridges behavioral classroom management and home-based interventions. The daily report enabled the parents of Matt and his teacher in treating him by identifying his behaviors in class. The parents of Matt could also be involved in the treatment by carrying out behavioral parent training. Behavioral parent training teaches parents how to manage behaviors and discipline skills thus extending the treatment from the office of the therapists to home (Jarrett & Ollendick, 2012). This will help in addressing a wide variety of problematic behaviors. Behavioral parent training can take many different forms that range from brief problem-focused programs to programs which are more extensive (Groom et al., 2010). Psychological treatments were important because both the teacher of Matt and his parents were able to apply the method effectively when in school and at home respectively. Pharmacological treatment was also a possible way of treating Matt. Studies have found that these stimulants are effective at reducing ADHD. The stimulants increase the availability of dopamine in the brain (Groom et al., 2010). Treatment of ADHD with stimulant originated from the Charles Bradley observations that regarded the effect of Benzedrine on the on the Children’s’ behaviors (Jarrett & Ollendick, 2012). The thirty children studied were of normal intelligence and had a variety of behavior disorders. When the children were treated with Benzedrine, many of them demonstrated an improvement in their school work (Groom et al., 2010). There was an increased interest in school material as observed their teacher. Their teacher said that the students had increased motivation to complete as much work as possible. In most cases the students the students had an increased speed of comprehension and accuracy (Groom et al., 2010). ADHD can also be treated with the use of Ritalin stimulant. The most common prescription stimulant drugs recommended for the treatment of ADHD include methylphenidate, commonly known as Ritalin, and amphetamine known as Adderall (Groom et al., 2010). Therefore, the central nervous system stimulant could be used for treating Matt. Atomoxetine is not a stimulant but can also be used in medication for ADHD (Sallee et al., 2012). The use of Atomoxetine leads to executive functioning and reduced ADHD symptoms (Jarrett & Ollendick, 2012). The use of pharmacological treatment was used because it was a faster way of changing the ADHD symptoms. The pharmacological treatment could be used any time. There are also alternative treatment other than the psychological and the pharmacological treatments (Groom et al., 2010). The various treatments that can be used include dietary replacement, exclusion or supplementation. The parents of Matt should provide him with various vitamins, minerals. Dietary replacement, exclusion or supplementation will boost the memory of Matt and improve his vision (Jarrett & Ollendick, 2012). Another alternative treatment that could be used is the traditional talk therapies and play therapy. This treatment has been demonstrated to have little to no effect on ADHD symptoms (Jarrett & Ollendick, 2012). However, ADHD is best treated with intensive behavioral interventions in the youth’s natural environments. Antidepressant medications could also be used as an alternative treatment (Sallee et al., 2012). Antidepressants include Bupropion, Imippramine and Nortripptyline. However, these medications have not been researched carefully to determine their efficacy for the treatment of ADHD (Groom et al., 2010). Lists of References Barkley, R. A., & Murphy, K. R. (2005) Attention-deficit hyperactivity disorder: A clinical workbook. Vol. 2, Guilford Press. Fischer, M. (1990) Parenting stress and the child with attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, Vol. 19, No 4, Pp. 337-346. Gomez, R., & Corr, P. J. (2010) Attention-Deficit/Hyperactivity Disorder symptoms: Associations with Gray’s and Tellegen’s models of personality. Personality and Individual Differences, Vol. 49, No. 8, Pp. 902-906. Groom, M. J., Scerif, G., Liddle, P. F., Batty, M. J., Liddle, E. B., Roberts, K. L., ... & Hollis, C. (2010) Effects of motivation and medication on electrophysiological markers of response inhibition in children with attention-deficit/hyperactivity disorder. Biological psychiatry, 67 (7), 624. Harrison, C., & Sofronoff, K. (2002) ADHD and parental psychological distress: Role of demographics, child behavioral characteristics, and parental cognitions. Journal of the American Academy of Child & Adolescent Psychiatry, Vol. 41, No. 6, Pp. 703-711. Jarrett, M. A., & Ollendick, T. H. (2012) Treatment of comorbid attention-deficit/hyperactivity disorder and anxiety in children: A multiple baseline design analysis. Journal of consulting and clinical psychology, Vol. 2, Pp. 239. Miller, D. J., Derefinko, K. J., Lynam, D. R., Milich, R., & Fillmore, M. T. (2010). Impulsivity and attention deficit-hyperactivity disorder: subtype classification using the UPPS impulsive behavior scale. Journal of psychopathology and behavioral assessment, 32 (3), 323-332. Sallee, F. R., Kollins, S. H., & Wigal, T. L. (2012). Efficacy of Guanfacine Extended Release in the Treatment of Combined and Inattentive Only Subtypes of Attention-Deficit/Hyperactivity Disorder. Journal of Child and Adolescent Psychopharmacology. Unnever, J. D., Cullen, F. T., & Pratt, T. C. (2003). Parental management, ADHD, and delinquent involvement: Reassessing Gottfredson and Hirschi's general theory. Justice Quarterly, 20 (3), 471-500. Read More