ADHD in Children - Coursework Example

ADHD in Children ADHD or Attention Deficit Hyperactivity Disorder is a mental condition that occurs within childhood or early age and continues to adulthood. It mostly affects children at the age of seven and hinders their concentration (NIMH, 2008). A survey conducted recently in United States to determine the general national health of children suggested that more than 4 million children above 4 and below 18 years suffer from ADHD. This implies that between 3 and 5 percent of the United States children suffer from this condition. This translates to more than 1 million American children. Those diagnosed in childhood are likely to continue with the condition up to adulthood. According to Quinn (2012), more than 3 per cent of adults in the United State of America have been diagnosed with ADHD. Numerous researches reveal that boy child is likely to be diagnosed four to nine times with ADHD more than girl child. A study conducted in United States by the Institute of Mental Health, based on brain images; found out that some brain parts of a child diagnosed with ADHD developed in low rate than those of non-ADHD children. In this regard, the study argued that ADHD may result from delayed brain development that is not constant over time (Quinn, 2012). A longitudinal Study carried out on girls revealed that girls diagnosed with ADHD showed increased problems related with depression, fear, and bad eating habits, around the age of 12 to 18 years than their counterparts with no ADHD. A similar research has shown that diagnosis of ADHD in girls is delayed than that of boys, reason being that girls are most inattentive than the boys who are always hyperactive or impulse at times. Diagnostic criteria for attention deficit disorder/ADHD DSM-IV Diagnosis of ADHD in the US is conducted according to certain criteria contained in the DSM-IV, which is a statistical manual with a method to diagnose a mental disorder. In these criteria, symptoms involve those of inattention and those caused by hyperactivity or impulsivity (Rabiner, 2006). An individual with ADHD will show the following inattentive symptoms: Lack to focus on details and commit avoidable errors in academic projects and daily activities. Difficulty in maintaining attention for a given period in work or while playing. Appears not to listen to a person speaking to him/her face to face. Disorganized in his or her work and delays to carry out tasks involving a lot of thinking. Loss of work equipment/tools and easily distracted by external factors. Being forgetful regularly over some necessary activities (Rabiner, 2006). An individual with ADHD will show the following Hyperactive/impulsive symptoms: Mostly fidgets with hand or squirms in seat, Mostly forgets to carry a chair in situation which requires one to remain seated, Runs and exhibits inappropriate exaggerated climbing Not able to play or interact with others without shouting, Talks excessively, Most answers question even before the question are asked Lack of patient especially where it involves queuing or following particular an order (NIMH, 2008). A study conducted by Florence et al (1991) in Australia interpreted data from Australian Twin ADHD intervention on the correlation between co-morbid ADHD and mental disorders, and their effects on the reading ability of these children. The study utilized DSM-IV oriented ratings of the attention disorders and identified various disorders for the twins and siblings between 6-18 years old. These disorders include anxiety, conduct, depression, and oppositional defiant disorders (Levy, et al, 2012). Twins with a past of reading disorder portray minimal success in academics, in relation to those in a control twins. Comorbidity of disruptive behavior disorder with ADHD is reported to be 35 per cent for opposition defiant and above 30 per cent for conduct disorder. Relationship among these disorders are truly high, rADHD=0.73; rADHD CD =0.79. The results obtained from the study revealed certain similar genes affecting the above disorders (Levy, et al, 2012). Another study conducted by the university of Carolina and university of Oklahoma (2004), revealed that children on ADHD medication, only less than 40% in South Carolina and less than 29% in Oklahoma, had clear and conclusive ADHD related symptoms. This reveals that a high percentage of children have no conclusive symptoms to fit the ADHD diagnosis (CDC, 2010). According to DSM-IV criteria, to avoid diagnosis of the wrong individual, a person must at least portray six hyperactive/impulsive or six inattentive symptoms. The systems must have been persisted for not less than six months to a circumstance termed wrong based on the age of that individual (Rabiner, 2006). An Iranian study conducted by psychiatry and behavioral sciences research center (1997) on the efficiency of therapy on ADHD’s symptoms in children between the ages of seven and eight years employed a clinical design where thirty participants diagnosed with ADHD were collected among the patients from an outpatient clinic for children and adolescent. The sample quantity was divided into two, with 15 patients forming the experimental and the other 15 patients used in the control process. Test group was similar to the control group on the matter of birth order, age, parent’s level of education, occupations of the parents and the average of their previous exam results (Abdollahian et al., 2012). Results from the study revealed that the hyperactivity scores reduced after therapy play sessions, confirming that the play activity reduced the effects. The control group scores for teachers on questionnaires (20.06 before and 18.86 after therapy) and that of the parents (16.06and 15.33) revealed to be insignificantly different. This proves the reducing effect of therapy. The study also revealed a critical variation between average scores of children in experimental and control group. The questionnaires by teachers show 12.93 for control, and 18.86 for the experimental group. Hence, ADHD scores for the experimental group are significantly lower than that of the control group. The study also surfaced that learning of mathematics reduced the ADHD symptoms among the children (Abdollahian et al, 2012). ADHD is among the most prevalent disorder among young children. The disorder exposes children to detrimental growth and developments risks, in school, growth, communication, and interaction with other members of the society. Numerous studies have presented play therapy, effective criteria on reducing the hyperactive symptoms (Barkley, & Associates, 2012). A current study carried out by Sheffler et al (2009) on children from kindergarten to 5th grade found out that 60 percent of those under ADHD medication performed higher than those with the disorder, with no medication. The research surfaced that those on medication were several months ahead in mathematics and language than those who did not use. This’ important as early good performance is necessary for overall long time excellence (Burns, 2010) Alternative treatments Medications and various behavior-oriented treatments have been effective overtime, but most researchers are establishing alternatives to these methods. Alternative treatments of ADHD disorders are based on dietary, interactive Metronome, and Ifocus system, among others. Dietary interventions Various researches have revealed that processed sugars and carbohydrates influence a child’s activity. An elimination diet created by Ben Feingold, an allergist involves elimination of processed sugars and food preservatives from the diet, hence reducing hyperactivity in children. However, the theory was highly opposed by some scientist, parents who applied this method revealed improvement in their children. Some scientist argued that this improvement is causes by change of behavior, not diet elimination (Dye, 2002). Interactive metronome intervention Interactive metronome challenges the child’s memory by combining a set of exercises with a computerized tone precise from the headphones. A child is supposed to match these tones through repetitive motor actions. The exercises promote brain timing, thus providing precise coordination, sharp focus and increase the brain processing speed of the child. However, it requires persistence training for optimum results (Gilbert, 2009). Ifocus system is based on a video game that a child plays at home. A team consisting of researchers, scientists, doctors, and parents developed this system. The game work engages the child with interesting characters and an involving plot, this produces stimuli to the brain resulting to3 cognitive tasks. Span task help absorption and storage of information, N-Back Tasks improves the long time memory, and Continuous Performance Tasks help avoid distractions (Quinn, 2012). Based on continuous researches currently carried out on alternative treatments of ADHD, it is evident that brain training will be dominant in treating children diagnosed with ADHD. Increased knowledge in genetic engineering, brain scanning and behavioral research will boost the fight against ADHD disorders. Currently, preventive measures for these disorders are diverse and more effective compared to ten years ago when very little was known about the condition. References Abdollahian, E., Mokhber, N., Balaghi • Fatemeh, A., & Moharrari, F. (2012). The effectiveness of cognitive-behavioral play therapy on the symptoms of attention-deficit/hyperactivity disorder in children aged 7–9 years. Retrieved from http://www.academia-research.com/filecache/instr/a/d/839464_adhd_cog_play_therapy.pdf Barkley, R. A., & Associates (2012). School Success and Cognitive Instruction for Students with ADHD (1). Retrieved from http://www.academia-research.com/filecache/instr/a/d/839464_adhd_report.pdf Burns, M. B. (2010). Reading Difficulties in Children with ADHD. Retrieved from www.academia-research.com/filecache/instr/r/e/839464_reading_difficulties_children_adhd.pd CDC (2010, December 12). CDC - ADHD, Symptoms and Diagnosis - NCBDDD. Retrieved April 27, 2013, from http://www.cdc.gov/ncbddd/adhd/diagnosis.html Dye, J. M. (2002). Treatments for Children with ADHD: Nutritional and Dietary Therapies. Retrieved from http://www.healing-arts.org/children/ADHD/nutritional.htm Gilbert, P. (2009). ADHD Treatment: Brain-Training Tools for More Attention, Less Deficit. Retrieved from http://www.additudemag.com/adhd/article/10076.html Levy, F., Young, D. J., Bennett, K. S., Martin, N. C., & Hay, D. A. (2012). Comorbid ADHD and mental health disorders: are these children more likely to develop reading disorders? Retrieved from http://www.academia-research.com/filecache/instr/a/d/839464_adhd_reading_problems.pdf National Institute of Mental Health (2008). NIMH · Attention Deficit Hyperactivity Disorder (ADHD). Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml Quinn, P. (2012, February 21). ADHD Treatment: Brain-Training Tools for More Attention, Less Deficit. Retrieved April 27, 2013, from http://www.additudemag.com/adhd/article/10076.html Rabiner, D. (2006). Diagnostic Criteria for ADD/ADHD. Retrieved from http://www.helpforadd.com/criteria-for-add/ Read More