Evaluation of ADHD Prevalence in the USA - Research Paper Example

An Evaluation of ADHD Prevalence in the USA. The American Psychiatric Association (2000), describes ADHD as “a persistent pattern of inattention and/or hyperactive impulsivity that is more frequent and severe than is typically observe in individuals at a comparable level of development.” It has been also been found to be among the commonest childhood behavioural disorders that sometimes continue to adolescence as well as adulthood. The condition is characterised by difficulties with keeping focused and attentive, poor control of one’s behaviour and over-activity or hyperactivity. Owing to its characteristics, the condition could significantly affect the learning process of the affected children if not appropriately responded to. It thus calls for effective behavioural modifications and interventions especially among the school going victims. In this paper I illuminate on the whole condition of ADHD as well as the available and potential intervention strategies. To begin with I look at the various subtypes of Attention Deficit Disorder or Hyperactivity Disorder. There are three may subtypes i.e. predominantly hyperactive-impulsive, predominantly inattentive and combined hyperactive-impulsive & inattentive. In the predominantly hyperactive-impulsive subtype, majority of the presenting signs (six and more) call in the category referred to as hyperactivity-impulsivity. Some degree of inattention may also present in some cases but typically there will be less than six signs of inattention in the case. In other words this means that criteria for classifying the condition as being predominantly hyperactive-impulsive disease symptoms in the category of hyperactivity-impulsivity must dominate over those of inattention if any. The reverse situation is true with the predominantly inattentive subtype where majority or over six presenting symptoms fall of inattention. Hyperactive-impulsivity may still express but the symptoms will typically less than six and as such are outweighed. Those children with ADHD that is predominantly inattentive are more likely to be unable tact out and will typically experience difficulties when trying to get along with others. Such children will characteristically sit quiet but then pay little or no attention at all to what is happening. They are also at a high risk of being overlooked as parents and even teachers may not easily decipher that the particular child has symptoms of ADHD. In the combined hyperactive-impulsive and inattentive subtype on the other hand, the child presents with six and more symptoms from both categories. Statistics show that majority of the children suffering from ADHD have the combine type where symptoms of both hyperactivity-impulsivity as well as those for inattention are present Causative and Risk Factors for ADHD. To date scientists are yet to arrive at a consensus as to what actually are the causes of the condition known as ADHD, although a number of scientific studies have suggested that is the largest role is played by genes. Just like many other conditions, there is a probability that ADHD is a result of multiple factors acting in combination. Other than genetics & hereditary factors, scientists are exploring the possibilities of factors in the environment, injuries affecting the brain, nutritional factors and social factors in the environment contributing to the causation of ADHD. The condition has been classified as falling in the Other Health Impaired (OHI) by psychologists and thus chose children suffering from ADHD qualify for special education or the services covered by section 504. Genetics has been singled out for playing a major role in ADHD. A number of studies involving twins have pointed to the fact that ADHD runs down family trees. Consequently, scientists are exploring several genes thought to predispose individuals to developing this disorder. Understanding the specific situations could mean researchers are able to develop effective interventions that prevent ADHD before symptoms become apparent. The knowledge T at the same time lead to the development of better treatment strategies. It has been for instance known that children having ADHD and carrying a certain specific version of some gene typically have the brain tissue thin, in those brain areas controlling attention. This particular situation is however not permanent since as the children continue to grow, their brains eventually develop the normal brain tissue thickness in the areas. Their symptoms also tend to improve with growth. Environmental factors have also been suggested by scientific studies as being among the causes of ADHD. Particularly, behaviours such as alcoholism and cigarette smoking while pregnant have been associated with ADHD children. Additionally, preschoolers who are exposed to higher levels of lead have also appeared to show increased risk of suffering ADHD. Injuries are affecting the brain are also thought to be responsible for ADHD among infants. Children have had brain injuries exhibit behavioural problems similar to those characteristic of ADHD though a very small proportion of ADHD children have had traumatic injuries affecting the brain. This is therefore subject for further scientific studies so as to ascertain the exact relationship between traumatic brain injuries and ADHD. There have also been proposals for a connection between ADHD causation and nutrition. A popular notion is that refined sugars may cause the condition or worsen the expression symptoms where it is already present. However research and literature has discounted this particular theory more than it has supported. Studies where children were given sugar or its substitute have no yielded no differences in behaviour or ability to learn. A recent research in Britain has indicated that there may be a relationship between the consumption of some food additives and hyperactivity. Major nutritional culprits here include preservatives and artificial food colours. Research is still ongoing to confirm this and understand more on the manner in which food additives exert their hyperactivity increasing effect. Criteria for Diagnosis. For the hyperactivity-impulsivity and inattention subtypes there must be six or more symptoms and they must persist for six more months to an extend that is maladaptive and negatively influences development. Symptoms should be proved to manifest in two and more different situations such as at school, home or work for adults. It should also be clearly demonstrated that there is evidence of maladaptive tendencies in social, work or academic life. Finally the symptoms must be careful differentiated from those of other development disorders such as anxiety & personalities, schizophrenia and other psychotic disorders. Inattention. The child will frequently lose attention when it comes to details and commit careless mistakes in his or her school as well as other tasks. During continuing activity such as play or classes the affected child finds it hard to maintain attention. The child will also fail to concentrate when being directly spoken to. The individual also fails to adhere to instructions, leaves homework and other tasks halfway complete. A child suffering from inattention ADHD is prone to forgetting and is particularly disorganised in her/his daily work. The child will also tend to avoid or dislikes task requiring sustained mental efforts, is prone to extraneous stimuli distraction and loses necessities such as pencils, toys etc often. Hyperactivity A child with hyperactivity ADHD is prone to fidgeting and squirming in seats, will often leave the seat during class or in other events where he/she is expected to remain seated and talks more than enough. Such children will also tend to be egoistic in their actions cannot maintain quietness during play or other recreational activities. Individuals with hyperactivity also often run about or climb on things where it is not appropriate; this could be subjective especially during adolescence or adulthood due t feelings of restlessness. Impulsivity on the other hand can be seen when the child tends to answer even before are completed. Impulsive individuals will typically find it difficult to wait for their turn and thus often interrupt or intrude others during conversations or even class discussions. Prevalence The condition is significantly prevalent affecting 3% to 5% of all school going children in the United States. It is thus by far the most chronic childhood behavioural disorders with the average onset age being 7. Statistics has shown that boys are more susceptible as compared to girls as more boys are diagnosed with the condition; in fact the risk of boys being diagnosed is four times that of girls. Recently there appears to be an increase in the number of those children qualifying for Other Health Impaired category. Today ADHD is affecting approximately 4. % Americans aged 18 and above every year and 9% of children between the ages of 13 and 18 years. Treatment Treatments in use currently focus mainly on reducing the severity of symptoms and ultimately improving functional capabilities. Treatment options available include medication, psychotherapy, training or sometimes a combination of both. Treatments have been successful at relieving most of the signs but not curing. Therefore if treated many of the individuals end up improving in their academic lives and leading quality productive lives. Scientific has also enabled development of intervention strategies and treatment that are more effective at resolving symptoms through the use of modern tools like brain scans so as to increase the knowledge of ADHD (Barkley, 2006). Stimulants are the most commonly used medications as they have a calming effect on ADHD affected children. There are also a few non-stimulant medications for treating ADHD which work differently. Medications typically work by reducing hyperactivity & impulsivity and improving attention when working & learning. Different psychotherapeutic approaches are also used in managing ADHD. Behavioural therapy for instance helps in changing the child’s behaviour, through assistance. In adults education and psychotherapy can really assist treat ADHD. It helps the person learn to be organised in his/her work and change negative self image through examination of the rood cause. Conclusion In conclusion therefore, ADHD is among the most prevalent childhood behavioural disorders among school going children in America. The condition has three subtypes depending on the kind of symptoms expressing has no cure. However, there are a number of strategies including medication, psychotherapy and training that can help those affected cope and lead better lives. A number of factors are also thought to play a role in the causation of ADHD. These include genetics, environment, nutrition and traumatic brain injuries. The different treatment interventions and strategies work differently but ultimately reduce the symptoms of disease thus improving the quality of life. With the treatment the child is able to learn well in school, succeed and lead a meaningful life. References 1. Barkley. R. (2006). Attention-Deficit Hyperactivity Disorder: A Handbook of Diagnosis and Treatment, 3rd ed. New York: Guildford Press. 2. Iren M. Loe and Heidi M. Felman. (2007). Academic and Educational Outcomes of Children with ADHD. Journal of Pediatric Psychology: Vol 32, Issue 6, Pp. 643-654. Available at: http://jpepsy.oxfordjournals.org/content/32/6/643.abstract 3. Natonal Institute of Mental Health. (2015). Attention Deficit Hyperactivity Disorder (ADHD). Available at: http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml 4. Sumathi Rebby. (2014). Exercise helps Childre with ADHD in Study. The Wall Street Journal. Agailable at: http://www.wsj.com/articles/exercise-helps-children-with-adhd-in-study-1410216881 Read More