Effective In The Treatment Of Adhd example essay topic

The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment option that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to separate the myths of the disorder from the truths, while discovering the causes, diagnosis methods, and best treatment alternatives to battle this prevalent disorder.

In 1902, a physician by the name of Sir George F. published a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems, caused by a genetic dysfunction and not by poor child rearing-children who today would be easily recognized as having ADHD (NIMH 1). Attention-deficit hyperactivity disorder or (ADHD) is a developmental disorder characterized by, hyperactivity, impulsivity, and an inability to remain focused on tasks or activities. ADHD afflicts an estimated 3-9% of children, with symptoms usually appearing by the age of seven. Some key characteristics of the disorder include a person who: o Is easily distracted by events occurring around them o Puts off anything that requires a sustained mental effort Appears not to listen when spoken too Shows a repeated failure to finish task so Has a difficulty staying still Shows difficulty in organizing activities These symptoms prove to be particularly challenging to children and adolescents. Although they may be quite intelligent, their lack of focus frequently results in poor grades and difficulty in school. Children and adolescents with ADHD tend to act impulsively, without addressing the consequences of their actions until it is too late.

Their attention spans are much shorter than most children's are, thus they become bored easily and frustrated with tasks (Dupaul 1). Although the exact causes of ADHD unknown, most scientists now believe that neurobiology and genetics play a dominant role in the cause of ADHD. It was once thought that brain injury was the primary culprit for the disorder, but this theory has since been disproved by studies that illustrate only an insignificant number of ADHD sufferers have had brain trauma. Attention disorders often run in families, so there are likely to be genetic influences.

Studies indicate that 25 percent of the close relatives in the families of ADHD children also have ADHD, whereas the rate is about 5 percent in the general population. Recent studies have also focused their attention on the part of the cerebrum known as the frontal lobes. This is the part of the brain responsible for solving problems, planning, understanding the behavior of others, and restraining our impulses. In 2002, Researchers at the National Institute of Mental Health (NIMH) Child Psychiatry Branch studied 139 children over a 10 year span and found, through MRI and other brain testing technologies, that the children had 3-4% smaller brain volumes than those of normal, healthy children. Although MRI brain scans show promise as a diagnostic tool, scientists stress they cannot be used effectively for that purpose (Surgeon Gen 5-8). Psychologists and Psychiatrists have recognized several different types of ADHD.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), a tool commonly used by professionals to diagnose mental disorders, illustrates three patterns of behavior to note when diagnosing the disorder. These patterns include (NIMH): o Consistent hyperactivity and impulsivity (above and beyond those in same age group) o Showing several signs of being inattentive o Having a combination of hyperactivity, impulsivity, and inattentiveness From these three patterns, experts categorize patients into three subtypes: 1. Pre-dominantly hyperactive-impulsive type (one that does not show significant inattention) 2. Pre-dominantly inattentive type (one that does not show significant hyperactive- impulsive behavior) 3. The Combined type (one who displays both attributes) The diagnosis of ADHD can be difficult because many healthy people exercise symptoms of ADHD. The diagnosis requires that such behavior is demonstrated to a degree that is inappropriate for the person's age.

The diagnostic guidelines also contain specific requirements for determining when the symptoms indicate ADHD. The behaviors must appear early in life, before age 7, and continue for at least 6 months. Above all, the behaviors must create a real handicap in at least two areas of a person's life such as in the schoolroom, on the playground, at home, in the community, or in social settings. Someone who shows some symptoms, but whose schoolwork or friendships are not impaired by these behaviors, would not be diagnosed with ADHD. Nor would a child who seems overly active on the playground but functions well elsewhere receive an ADHD diagnosis. Furthermore, the first and best step in effective diagnosis is to seek the help and advice of a pediatrician, psychologist, or a psychiatrist who has experience in or specializes in the treatment of the disorder.

To assess whether a child has ADHD, specialists consider several critical questions: 1. Are these behaviors excessive, long-term, and pervasive or do they occur more often than in other children of the same age? 2. Are they a continuous problem, not just a response to a temporary situation?

3. Do the behaviors occur in several settings or only in one specific place like the playground or in the schoolroom? 4. The person's pattern of behavior is compared against a set of criteria and characteristics of the disorder as listed in the DSM-IV-TR. After these questions have been fully addressed and all environmental causes have been ruled out, the mental health professional can decide on the best treatment plan for the patient. If a person is determined to have ADHD, a psychiatrist can begin pharmacological treatment.

This treatment usually consists of prescribing one of several stimulants to help combat the symptoms of the disorder. For many people, the stimulants dramatically reduce their hyperactivity and impulsivity and improve their ability to focus, work, and learn. The stimulant drugs, when used with medical supervision, are usually considered very safe. Stimulants do not make the person feel 'high,' although some people say they feel different or funny. Although, many stimulants are classified as addictive substances, to date there is no evidence that stimulant medications, when used for treatment of ADHD, cause drug abuse or dependence. A review of all long-term studies on stimulant medication and substance abuse, conducted by researchers at Massachusetts General Hospital and Harvard Medical School, found that teenagers with ADHD who remained on their medication during the teen years had a lower likelihood of substance use or abuse than did ADHD adolescents who were not taking medications.

Medications for ADHD help many people focus and be more successful at school, home, work, and during leisure time. In addition to medication, studies have shown patients who seek the help of mental health professionals have shown dramatic improvements in controlling some of the negative behaviors that are associated with ADHD. Several intervention approaches are used to achieve these improvements. Psychotherapy is technique that involves a patient working with a therapist to help them to like and accept themselves despite their disorder. It does not address the symptoms or underlying causes of the disorder, instead patients talk with the therapist about upsetting thoughts and feelings, explore self-defeating patterns of behavior, and learn alternative ways to handle their emotions. As they talk, the therapist tries to help them understand ways to change and better cope with their disorder.

Behavioral therapy works by helping people change their thinking and coping skills, which in turn can lead to a positive change in behavior. For example, the patient may be taught helpful ways to organize tasks or methods to deal with emotionally charged events. Overall, these therapies are shown to be very effective in the treatment of ADHD. A recent study performed by the NIMH reaffirms the effectiveness of multi-modal treatment (medication used together with psychotherapeutic intervention).

To determine the effectiveness of multi-modal treatment for ADHD, the NIMH examined three experimental conditions: medication management alone, behavioral treatment alone, or a combination of medication and behavioral treatments. The study compared the effectiveness of these three treatment modes with each other and with standard care provided in the community (the control group). Results of the study compares the 14-month outcomes of 579 children randomly assigned to one of the four treatment conditions were presented in the fall of 1998 (MTA Cooperative Group, 1998). At 14 months, medication and the combination treatment were generally more effective than the behavioral treatment alone or the control treatment. The combined treatment produced significant improvements over the control condition in six outcome areas-social skills, parent child relations, anxiety symptoms, reading achievement, oppositional and / or aggressive symptoms, and parent and / or consumer satisfaction. The conclusions from this major study are that carefully managed and monitored stimulant medication, alone or combined with behavioral treatment are extremely effective in the treatment of ADHD.

Although there is no cure for ADHD, there are effective treatments to considerably increase the quality of life of persons suffering from the disorder. Critical Analysis 1. What am I being asked to believe or accept? The research asserts that ADHD is not a an ailment that you catch, like a virus or bacterial infection, but one that is caused by factors such as genetic disposition and neuro biological biology.

This is illustrated by the recent study that show that 25% of people with ADHD have a close relative that suffers from the disorder; where as the rate within the public is roughly 5%. Furthermore, the NIMH study demonstrated that the brain volume of ADHD sufferers is 3-4% smaller than those with out ADHD. 2. What evidence is available to support the assertions?

Several experiments were performed by the NIMH to support the assertions that genetic disposition and neurobiology were possible causes of ADHD. Their experiment studied 152 boys and girls with ADHD, and matched with 139 age- and gender-matched controls without ADHD. The children's brains were scanned at least twice, some as many as four times over a decade. From the documentation, this appears to be a reliable experiment because of the gender and age matched control group. 3.

Is there an alternative way to interpret the evidence? In my opinion and in my observations in my life, the evidence clearly points to a strong correlation between genetics and a person's chance of having ADHD. I have also had friends with ADHD whose parents exhibit similar symptoms. 4.

What additional studies would help evaluate the alternatives? I think that if genetic and neuro biological studies are conducted, the researcher should randomize the age groups tested, and continue their research as a long-term study. 5. What conclusions are most reasonable? The conclusion drew was that more research needs to be conducted to before drawing an absolute conclusion that genetics and neurobiology determine the patterns of ADHD.