Cause And Treatment As Adhd example essay topic

Adhd Emotionally Handicapped / Behavior Disorders: Attention Adhd Essay, Research Paper Emotionally Handicapped / Behavior Disorders: Attention Deficit Hyperactivity Disorder Introduction It seems that diagnosis of Attention Deficit Hyperactivity Disorder is becoming more prevalent among children and adults. I questioned what has caused this increase in number of people effected by this disorder. The intent of this paper is to examine that question. I intend to view what Attention Deficit Hyperactivity Disorder is, how it is diagnosed, what causes it, and what are the available and effective treatments.

(I have a personal reason as well, four people close to and myself exhibit the characteristics of Attention Deficit HyperactivityDisorder.) There is a problem with ambiguity and inconsistency inm any areas of special education and this is an area where the vagueness can be overwhelming and frustrating. Review Definition Attention Deficit Hyperactivity Disorder (ADHD) is most commonly associated with children, but adults can also be affected by ADHD. The DSM-IV criteria for ADHD are as follows. First the person must either have signs of inattention or hyperactivity that last for six months and to a degree that is maladaptive and inconsistent with the developmental level.

Second, some of the symptoms that cause the impairment we represent before the age of seven. Third, some of the symptoms must be present in two or more settings. Fourth, there must be evidence that it is effecting social, academic, or occupational functioning. The last criteria is that it does not occur during the course of any Psychotic Disorder and can not be diagnosed as a Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder. Signs and Symptoms Signs and symptoms vary with each person.

The signs and symptoms discussed will be those that are most commonly observed by professionals and parents in both educational and social settings. These signs and symptoms can be categorized into inattention, hyperactivity, impulsivity, emotional, and positive characteristics. Reif (1998) identified the most common sign of inattention i shaving trouble sustaining attention. Other signs include failure to pay close attention to detail, making careless mistakes, loses things easily, and having trouble with organization. Also distracted by outside stimuli, doesn t follow through with tasks, doesn t seem to listen to what is being said to him / her. An example in an educational setting is after given a set of four directions the student may complete two of them.

According to Reif (1998), the most common sign of hyperactivity-impulsivity is not being able to sit still. More specifically, hyperactivity signs may consist of restlessness, frequent unnecessary movement, and constant movement. Other signs include very energetic, intruding others personal space, fidgeting, inappropriate noises, and squirms in seat. An example of a student displaying hyperactivity would be the student that after playing with his pencil while sitting on his knees, gets up to walk around the room making noise, then goes back to his chair and slouches. This would be done all in a matter of minutes. The signs of impulsivity include excessive or inappropriate talking, inability to wait, hurries through tasks, disruptive, and often interrupts (Reif, 1998).

An impulsive student would shout out an answer as soon as he knows it and will not raise his hand or wait tobe called on. Emotional signs and symptoms are not part of the DSM-IV criteria but is critical area to address. These signs and symptoms may include irritability, quick tempered, low self-esteem, and immature social skills. People with ADHD also display moodiness, over stimulation, aggression, and frustration (Reif, 1998).

There are many traits associated with ADHD that are positive. These traits are often overlooked. People with ADHD are often creative, innovative, resourceful, observant, and inventive. They are usually highly verbal, inquisitive, tenacious, persistent, helpful, caring, and humorous (Reif, 1998).

This is just a sampling of the positive traits that people with ADHD exhibit. Educators and parents often concentrate onthe negative behaviors of people with ADHD when they should focus onthe positive aspects. Diagnosis There is no concrete medical test to diagnose ADHD (yet), which often makes the diagnosis of ADHD subjective. That is why it is imperative that the diagnosis is done properly and by an appropriate and qualified person. Barkley (1995) and Phelan (1996) list six essential steps in diagnosing ADHD. The first step is the parent interview.

This should include presenting problems, developmental history, and family history. The next step is interviewing the child about home, school, and social functioning. Next, behavior rating scales describing home and school functioning are completed. The fourth step is to obtain data from school. The data should include grades, achievement test scores, current placement, and other pertinent information. Step five is the psychological testing for IQ and screening for a Learning Disability.

This step may have been previously completed. the final step is a physical and / or neurological exams. These steps are only suggested, not everyone follows them. Professionals who can diagnose include (but are not limited to) psychiatrists, psychologists, pediatricians or physicians, and neurologists. Parents, teachers, and professionals may provide important information to help in the diagnosis. The diagnosing professionals should always consider other possibilities and rule the mout before diagnosis of ADHD, because of similiar symptoms on other disabilities.

Phelan (1996) notes that ADHD is often missed in children with good social skills, high IQ, shyness, no siblings, or no hyperactivity. These traits should also be taken into consideration so that children and adults with these characteristics are not overlooked. Suspected Causes The actual cause of ADHD is unknown, however, there are many theories on the cause. The suspected causes in the readings seemed to depend on the authors beliefs. Reif's (1998) list of suspected causes included heredity, trauma during prenatal, birth, or post-birth, certain medical conditions, or neurological problems. Heredity seems to be one of the most common of the suspected causes (Reif, 1998).

When people with ADHD we restudied Reif found that at least one other member of the family (mother, brother, grandparent, uncle, etc.) had ADHD. Barkley (1995) ranks neurological factors as the most likely cause. This includes any type of abnormal brain development or injury to thebrain. He also lists heredity as a possibility. Whereas Reif (1998) links the trauma to a developing fetus or to the infant during or directly afterbirth to brain injury. Amen (1995) has done extensive studies with ADHD.

He states that the underlying mechanism stems from neurotransmitter dysfunction and decreased frontal lobe cerebral blood flow. Amen also discusses the possibility of a weak arousal system in the brain stem. He notes tha a delayed maturation in the frontal lobes could also be a possible cause. this cause would help explain why some people outgrow their symptoms. All three authors list neurological problems. The problems theyare referring to vary from chemicals in the brain to level of activity in thebrain. Treatment There are several different treatments available for people with ADHD to help them cope with the disability.

Some options are medication, neurological treatments, alternative methods, and strategies. Often, people may try several different treatments or strategies before finding the one or ones that work for them. After studying the research I found that medication seems to be a controversial subject. In many cases parents do not want to have their children taking drugs everyday. These parents may not be fully educated in the effects and results of the drug use. The medications prescribed for ADHD can be grouped into three categories: stimulants, antidepressants, and hypertensives.

Stimulants are commonly used in the treatment of ADHD. The function of the stimulant drug is not to increase the person's physical activity level but to increase the level of arousal in the brain (Barkley, 1995). The drug effects the area of the brain responsible for inhibiting behavior and maintaining effort or attention to do things. Stimulants recommended are Dexedrine, Ritalin, and Cy lert.

The effects of the drug do not last long and do not remain in the body (Barkley, 1995). Changes in dosage may need to be made if weight changes or ineffectiveness of current dosage. Some possible side effects may include appetite suppression, insomnia, headache, and stomachache. Sadness, irritability, drowsiness, increased hyperactivity, and tics areal so possible side effects of stimulant drug use but are less common (Phelan, 1996). Antidepressants are less frequently used but work in some cases. The most common are Norpramin or Pertofrane, Tofranil, Elavil, and Prozac.

These medications are primarily for people that did not respond well to stimulants or has depression or anxiety in addition to ADHD (Barkley, 1995). Like stimulant drugs, the antidepressants also alter the chemicals in the brain to modify behavior. Typically these drugs are not taken for more than two or three years due to build up of tolerance (Barkley, 1995). Possible side effects associated with antidepressants are also common with many other medications. Theyare dry mouth, increased blood pressure and pulse, nausea, drowsiness, and slowing of intracardiac conduction (Phelan, 1996).

Clonidine is also a medication used to treat people with ADHD. Clonidine is a hypertensive usually used to treat high blood pressure (Phelan, 1996). The positive effects of this drug are that it doesn t wear off quickly like a stimulant and it helps reduce motor activity. Clonidine also seems to increase a child's level of tolerance for frustration and cooperation (Barkley, 1995). The most common side effect with this drug is drowsiness.

Blood pressure should be monitored because it isa drug that lowers high blood pressure (Barkley, 1995). Neurological treatments are also available to treat ADHD. Amen (1995) refers to Brain SPECT Imaging to evaluate and treat ADHD. Using this imaging, he is able to determine blood flow patterns and lobe activity.

After determining where the problems are in the brain, the doctors are able to take a course of action (Amen, 1995). Sears and Thompson (1998) identify neuro feedback as treatment for ADHD. This process is somewhat complex. It takes thebrain waves and translates them like an electroencephalogram. Then the feedback changes the brain activity. The following alternative methods are not scientifically proven an dare less effective than previously stated methods but have worked on occasion.

Restricted diets and nutritional interventions work for some people with ADHD. Also, proper amounts of vitamins and minerals help people with ADHD. Medicines to correct inner ear problems, chiropractic adjustments, allergy treatments, and yeast infection treatments are also ways to help people cope with this disability (Mediconsult, 1998). There is a wide range of strategies for people with ADHD to use to help make everyday life easier. Various strategies work for different people in diverse settings. There are strategies for school, home and self-management.

People often need to try several strategies to find the ones that work best for them. Common examples of strategies for school is having material presented clearly, structure, and using multi-sensory learning and concrete experiences. At home, common strategies are helping with organization, effective commands, and constructive punishment (Barkley, 1995). Self management strategies should include setting goals, breaking down tasks into smaller parts, and reduction of stimulation and distraction (Reif, 1998). Discussion After researching ADHD, I found that the steps in the diagnosis and effective treatments are very vague and ambiguous.

The authors I researched claimed that their own diagnosing process and treatments were the most effective. At times, their studies agree, but often theyd on t all agree equivocally. This inconsistency is often seen all throughout the special education field. The diagnosis ing process seems to have several similarities. Infact, Barkley and Phelan both listed the same six essential steps. It would be intersting to see how many professionals follow those six steps when diagnosing people with ADHD.

It seems that everyone is puzzled on what the cause of ADHD might be. The most recent research focuses on neurological problems or heredity. I think that the cause may stem from neurological problems. Heredity seems to be stretching a little bit. It sounds more like an excuse rather than a case. For example if my grandfather's uncle had, then I might have it also.

I am still perplexed by the issue of treating people with ADHD. The research has convinced me that there is not just one effective treatment but many. Every person with ADHD must be treated in a. the wat that is most effective for that particular person. Also, when the treatment that is best is found, it may work for a limited time and then anew one has to be found.

Overall, by doing this research, I ve answered a few of my questions but more importantly preempted new ones to find answers for. This topic has stimulated my thoughts to find out if other disabilities run into the same problems with diagnosis, cause, and treatment as ADHD. Conclusion Looking at the big picture of Attention Deficit HyperactivityDisorder, we see that there are few characteristics that are concrete. Everything seems to vary with who, what, when, and how.

One thing that is definite is that Attention Deficit Hyperactivity Disorder is real and it effects more people than that are diagnosed. Hopefully in time, researchers will come up with concrete answers in reference to the cause and the most effective treatments. Until that day comes, we need to be conscious of and patient with people that have ADHD

Bibliography

Amen, D. (1995) Windows into the ADD mind.
Fairfield, CA: Mind works Press. Barkley, R. (1995) Taking charge of ADHD.
New York: Guilford Press. Mediconsult. com (1998) Decade of the brain [On-line] Available: web Phelan, T.
1998) All about attention deficit disorder.
glen Ellyn, Illinois: Child Management Inc. Reif, S. (1998) The ADD / ADHD checklist.
Paramus, NJ: Prentice Hall. Sears, W. & Thompson, L. (1998) The ADD book.