Attention Deficit Disorder Essay Example

excelling at a task one day but struggling the next. They may have difficulty remembering basic information but possess an exceptional memory for complex matters.

It is important to acknowledge that individuals with ADD may not consistently perform at their highest level of competence in order to avoid disappointment, frustration, and discouragement. Holding them to an unrealistic standard is unfair. Instead, it is normal for them to display inconsistencies. They commonly face challenges such as difficulty following instructions, lacking attention span, appearing inattentive or non-responsive, being disorganized or having untidy handwriting, overlooking details, struggling with tasks requiring planning or long-term effort, being easily distracted or forgetful. Some individuals with ADD may also exhibit restlessness, impulsive verbal behavior, difficulty waiting their turn and making impulsive decisions regardless of potential consequences.

It is important to note that not all individuals with ADD experience all of the mentioned difficulties or experience them consistently. Traditionally, society has linked ADD with hyperactivity, resulting in undiagnosed or untreated children who have ADD but no hyperactivity. Non-hyperactive individuals with ADD are sometimes seen as daydreamers or "absent-minded professors." The most affected group includes non-hyperactive children with ADD, particularly girls (although girls can also have ADD with hyperactivity and boys can have ADD without hyperactivity). Additionally, individuals with ADD possess the ability to intensely focus or "hyper-focus" on something that grabs their interest or is highly stimulating. This tendency may cause untrained observers to underestimate the significance of ADHD when they see these individuals paying attention while working one-on-one, engaging in enjoyable activities, or spending long periods playing electronic games or watching television.

ADD has an impact on learning abilities and various aspects of life, including

relationships, household management, financial organization, and the planning and execution of daily tasks. It is categorized as a neurobiological disorder and recent research suggests that an imbalance of brain chemicals may play a role in the symptoms associated with ADD.

The effects of this disorder on attention, focus, and memory formation and retrieval can be understood by examining how the brain communicates information. The brain cell is composed of an axon that sends messages to other cells and multiple dendrites that receive messages from other cells. A neural gap separates the axon from the next brain cell. Due to the lack of physical connection between these nerve endings, special chemicals called neurotransmitters transmit the message from the end of the axon to the receiving dendrites. In people with ADD, there are disruptions in neurotransmitter production, storage, or flow in their brains.

Insufficient levels or inconsistent regulation of neurotransmitters can lead to symptoms of ADD. A thorough evaluation is necessary for an accurate diagnosis of this condition, which should include various components such as an individual and family history, ability and achievement tests, and feedback from close individuals. It is also important to conduct a personalized assessment in order to identify any accompanying conditions like learning disabilities, behavior disorders (e.g., oppositional defiant disorder), mood disorders (e.g., depression, generalized anxiety), or anxiety disorders (e.g., obsessive-compulsive disorder). These conditions may exhibit similar symptoms to ADD, highlighting the importance of a comprehensive assessment process.

A comprehensive assessment involves collecting data from different sources. It is crucial to thoroughly examine the individual's medical, academic, and family background. For children, this is achieved by conducting a meticulous and organized interview with their parents. Additionally,

parents and teachers should complete behavior rating scales to obtain information regarding the nature and intensity of ADD symptoms in both home and school environments, as well as other emotional or behavioral issues.

The use of comprehensive psychological screening is employed to assess emotional disorders such as depression and anxiety. Testing for intelligence and achievements helps identify learning difficulties, strengths, and weaknesses. Stimulant medications have traditionally been used to treat symptoms of ADD, leading to significant improvements in reducing hyperactivity, enhancing focus, improving work efficiency, and increasing learning capacity for many individuals. Additionally, these medications may enhance physical coordination skills like handwriting and sports abilities. Recent research conducted by the National Institute of Mental Health (NIMH) indicates that these medications can also assist individuals with accompanying conduct disorder in managing impulsive and destructive behaviors.

According to current statistics, there is a range of percentages for school-aged individuals with ADD syndrome. Between 1% and 3% have the complete syndrome without any other disorders, while an additional 5% to 10% experience a partial syndrome or one accompanied by issues like anxiety and depression. Furthermore, approximately 15% to 20% may display behaviors resembling ADD but are temporary, not severe enough for clinical diagnosis, or mimic other disorders. It is important to note that these behaviors should not be classified as ADD if they are situational, do not cause impairment at home or school, or clearly indicate symptoms associated with other disorders. The controversy surrounding the diagnosis of ADD originated from psychiatrists who identified it as a disorder according to Richard Bromfield, Ph.D., a psychologist at Harvard Medical School.

In an effort to manage Attention Deficit Disorder (ADD), experts have categorized various

symptoms and developed a comprehensive treatment approach. However, it is important to note that attention is just one aspect of functioning, and there may be other related problems that should also be acknowledged.

For instance, individuals diagnosed with ADD may also experience Easily Frustrated Disorder (EFD) or Nothing Makes Me Happy Disorder. Bromfield suggests that some people question the existence of ADD and believe that children with the disorder are not fundamentally different from their peers.

Moreover, the use of the commonly prescribed stimulant Methylphenidate (Ritalin) for treating ADD has stirred significant controversy. Bromfield criticizes the casual and hasty dispensing of Ritalin, emphasizing the disconnect between current practices and responsible medicine.

All these issues have been at the center of ongoing debates about the validity of ADD, including discussions on its symptoms, causes, and diagnostic criteria. (Bromfield 22)

The Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition), commonly referred to as DSM-IV, was developed alongside the tenth edition of the World Health Organization's International Classification of Diseases. This manual categorizes a total of 230 psychological disorders and conditions into 17 categories. It is widely recognized as the authoritative classification system for psychological disorders among most health insurance companies in North America. These companies typically require a DSM-IV diagnosis in order to provide coverage for therapy services. Critics argue that the DSM-IV encompasses a broad spectrum of behaviors within psychiatry, as it covers diagnoses for nearly all possible complaints. Nonetheless, the reliability of the DSM-IV categories determines their validity.

The DSM-IV guidelines use objective inquiries to assess patients' conditions by observing their behavior. In a study conducted by 16 psychologists, the structured-interview method was used to diagnose 75 psychiatric patients

with depression, generalized anxiety, or another disorder. An additional psychologist who had no knowledge of the initial diagnosis reviewed video recordings of the interviews and provided a second opinion. The two opinions matched for 83 percent of the patients (Myers 458b), demonstrating the reliability and credibility of the DSM-IV. Additionally, the inclusion of Attention Deficit Disorder in the DSM-IV by the American Psychiatric Association further confirms its recognition as an acknowledged disorder.

The legitimacy of ADD as a disorder is supported by the effectiveness of prescription medication and behavior therapy as treatments. ADD symptoms can be addressed through two methods: medication or non-medical techniques like psychosocial interventions. The combination of these approaches, known as multi-modality treatment, often involves prescribing psycho-stimulants as the primary medication for managing ADD symptoms.

Psycho-stimulant medications, such as Ritalin, Dexedrine, and Aderall, have been used for over 50 years to treat ADD in both children and adults. According to Laws on-line, approximately 70% to 80% of individuals benefit from these medications. When taken under medical supervision, these commonly prescribed stimulant drugs are generally safe. Although there is a risk of addiction among teenagers and adults if misused, children usually do not develop an addiction. Additionally, these medications seldom cause excessive stimulation or anxiety in children.

Stimulants such as Ritalin and Dexedrine are prescribed by doctors to manage hyperactivity, inattention, and other behaviors in children. These medications come in short-term tablets that provide relief for about 3 hours, as well as longer-lasting preparations that remain effective all day long. The short-term dosage is especially convenient for children who only need medication during school or specific events like church, prom, or studying for exams. However, despite

their beneficial effects, these stimulants have sparked significant controversy.

Doctors have differing opinions on the significance of considering the benefits and potential drawbacks when prescribing medications. Some children may experience weight loss, decreased appetite, and temporary growth delay as a result of taking these drugs. Additionally, they might encounter difficulties in falling asleep. Nevertheless, some doctors maintain that closely monitoring the child's height, weight, and overall development provides clear evidence that the advantages of medication surpass any potential side effects.

Doctors recommend periodically discontinuing medication to assess its necessity, as reducing the dosage can often manage any occurring side effects. They suggest temporarily stopping the drug during school breaks and vacations when focused attention and calm behavior are less crucial. This practice is known as a "drug holiday." Drug therapy, which includes ADD treatment, is widely used in biomedical treatments and has high effectiveness. Its introduction in the 1950s significantly reduced the need for psychosurgery or hospitalization. Consequently, thanks to drug therapy, the current resident population of state and county mental hospitals in the United States is only 20 percent of what it was 40 years ago. For those who prefer alternatives to drug therapy for ADD, behavior therapy is particularly effective for children.

Children diagnosed with Attention Deficit Disorder (ADD) can greatly benefit from incorporating structure and routine into their daily lives. It is important to help them create schedules and break down assignments into smaller tasks, while also ensuring they focus on one task at a time. These children may require constant reminders and discussions about their recent actions, alternative behaviors, and understanding others' reactions. Strict adherence to clear and consistent rules proves particularly effective for

these children, especially at a young age.

In an educational setting, closely monitoring children with ADD is crucial. Providing quiet study areas, including short study periods interspersed with breaks for physical activity (including occasional breaks outside the classroom), and frequently reiterating concise directions can greatly benefit them.

Methods such as flashcards, outlines, and underlining can be taught to help individuals with Attention Deficit Disorder (ADD). It is advisable to minimize the use of timed tests. Explaining the problem in a way that other children can comprehend may increase tolerance in the classroom. The combination of drug and behavior therapies can be very successful in treating ADD. Similar to other disorders, ADD can be disruptive and if not treated, it hinders proper functioning in society and daily activities. Family conflict is a significant outcome of ADD.

Parents often blame themselves, each other, and the child when they haven't yet recognized the symptoms and made a diagnosis. As their anger grows and they impose more punishment, the child becomes more defiant and distant, making the parents even less willing to accept his excuses or believe his promises. The home of a child with ADD is often filled with stress and conflict. The specific issues in the home depend on the severity of symptoms, the family dynamic, and the individual personalities of family members.

Johnny's daily struggle with getting dressed is a constant source of frustration for his parent. They start by calmly reminding him to stop playing and put on his clothes, but soon resort to nagging and even yelling out of sheer exasperation. Despite their efforts to improve the situation, this battle occurs every morning. Similarly, family dinners with an

ADD child are far from enjoyable. Instead of being a pleasant gathering, they become dreaded hours of chaos. The child is constantly moving around and accidentally knocks over their plate. They also consistently interrupt conversations and may even throw a tantrum in response to a sibling's remark.

Living with an undiagnosed child with ADD can make a parent doubt their parenting abilities and their capacity to guide and care for their child. Additionally, it can strain the relationship between spouses, particularly if there are disagreements regarding disciplining strategies or differing interpretations of the child's conduct. Sibling rivalry becomes intensified. In severe cases of disruptive behavior, the family may become socially isolated, with certain family members distancing themselves from the rest of the unit.

School can also become a chaotic environment for an undiagnosed child with ADD. These children often appear lazy or like underachievers. Their work is frequently incomplete, messy, or misplaced. While the paper may be finished, they have not followed the directions. Moreover, these children are often unprepared for class as they cannot locate their pencil, worksheet, or textbook.

The reason for staring at the paper could be a lack of understanding on how to begin the assignment and the inconsistent performance. However, it should be noted that the ADD child is not unintelligent, with many actually possessing above average intelligence. Surprisingly, famous individuals such as Albert Einstein, Walt Disney, Winston Churchill, Henry Ford, and John F. Kennedy have all been diagnosed with ADD. It is not just children who can suffer from this issue; adults also face difficulties if their condition remains undiagnosed.

Many adults with ADD were not diagnosed until adulthood, causing them

to endure significant pain throughout their lives. They have had to develop various coping mechanisms to navigate their challenges, which can eventually lead to stress. Consequently, some adults may feel overwhelmed, depressed, anxious, and experience a loss of confidence.

Attention Deficit Disorder (ADD) clearly meets the criteria for a disorder as outlined in the Diagnostic and Statistical Manual (Fourth Edition). It can be treated through prescription medication and behavioral therapy, and if left untreated, it can impede one's functioning in society. While there is currently no cure for ADD, there is a growing understanding of how to effectively cope with and manage this developmental disorder. In the future, genetic testing for ADD may be available, allowing for more specialized medications to address the specific genetic deficits of individuals with the disorder.

Reference

1. Armstrong, T. (1997). ADD: Is it Myth or Fact? NEA Today. 6. 15.
2. Bromfield, R.

(1996). Is Ritalin Over-prescribed? Yes. Priorities. 8. 22-24.

; Friedman, A.F. (1983). Diagnosis and Clinical Assessment: The DSM-IV. Annual Review of Psychology. 34. 167-193.

Laws, A.R.

ADD: An outline for Patients and Their Families. On-line. Available: http://www.addmed.com/addmed/add/pages/behave.htm 1997

ADHD: A Psychological Response to an Evolving Concept. Journal of Learning Disabilities. 32. 85-97.