Hyperactivity Disorder (ADHD), Research Paper Example

Attention-Deficit / Hyperactivity Disorder (ADHD) is a mental illness that is characterized by the lack of the ability of an individual to concentrate or stay still. This is a problematic disorder for all individuals that have been diagnosed with it, but it is particularly difficult for students with the disease to participate in school activities. The symptoms of ADHD are commonly mistaken for learning disabilities, as the individuals who exhibit them often demonstrate difficulty with learning. However, these symptoms are not related to learning impairment and result in an impaired ability to learn because these individuals are not able to concentrate in the same way as their peers.

Many individuals believe that ADHD is not a real disorder and is simply a term that is assigned to children who are not able to follow rules or behave properly (Schonwald 189). While many children would be classified as having some type of behavior problem according to current behavioral standards, ADHD is present in only those that demonstrate that their lack of focus and attention in addition to their large amounts of energy is impacting with their ability to learn normally (Ramsay 25). Many energetic children can be directed to focus on their studies, and after several tries, a teacher or a parent will be successful. However, children with ADHD often cannot gain this focus at any point in time, indicating that there is a clinical problem.

ADHD is typically diagnosed when a parent, friend, or teacher observes that the behavior patterns exhibited by an individual is not characteristic for his or her age. In order to confirm this diagnosis, the individual will typically travel to a psychologist to be evaluated. A series of tests will be conducted that attempt to assess whether the child is simply energetic and cannot always retain focus or whether there is a chronic problem. The psychologists will use a combination of these tests in addition to self-assessment from the patient and observations from friends and family to make the diagnosis. Many medical professionals believe that ADHD could be treated in part through therapy sessions that aim to adjust reactions to certain stimuli, while others believe that because the illness has a biological basis, medication is the only effective treatment method. Yet, other parties believe that a combination of therapy and medicine is the only proper way to treat ADHD.

The individuals that claim that ADHD is not a real disease do not understand the biological aspects of this illness. Studies have shown that the brains of children with ADHD are typically physically smaller than individuals without the disease (Cohen 5). In particular, the prefrontal cortex, basal ganglia and cerebellum are reduced in size and are therefore not able to achieve the expected connectivity with the other areas of the brain. Ultimately, this leads to chemical imbalances with regards to the neurotransmitters that are responsible for sending messages to the different parents of the brain. Individuals without ADHD use some of these signals to know when they should stop their behaviors, but children and adults with this disorder do not experience the same signaling process (Curatolo 79). Therefore they are unable to stop their behaviors in the same manner as normal children and adults, which is in part because they are simply unable to comprehend that the behaviors they are exhibiting are wrong.

Ultimately, psychological treatment and medical treatment would not be effective to treat individuals with ADHD if this were not a real disease. When people diagnose with this illness have gone under treatment, they have demonstrated clear progress in behavior. Therapy is meant to allow these individuals to recognize which behaviors they are exhibiting and how they differ from their peers. They are then given ways to recognize when they are acting inappropriately and educated about how these situations could be prevented or rectified. In many situations, therapy alone is only ideal for cases of ADHD in which patients exhibit only slight symptoms. The purpose of the medication is to in part, rectify the problems that are occurring with the brain’s chemistry in these patients. In patients that exhibit severe symptoms, it is often difficult for them to be able to benefit from therapy because they may continue to exhibit these behaviors during the learning process, which impairs these therapy goals. Therefore, they may be provided medication to lesson these symptoms to make therapy more effective. The particular treatment that is assigned to an individual suffering from ADHD depends on the professional opinions of psychologists and psychiatrists, who collaborate to determine the severity of the symptoms and the best way to allow the child or adult to function in a normal school or work environment (Sim 615).

Professionals attempt to diagnose individuals with ADHD using criteria from a book called the DSM-IV. Some professionals prefer to use this book for mental disorders, while others opt to use the newer addition of this publication called the DSM-V. As a whole, this document describes ADHD as “persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (CDC, n.d.). For ADHD to be diagnosed by a professional, they must observe that these symptoms have been occurring over a long period of time. Therefore, one of the primary criterion for this diagnosis is that individuals must exhibit six or more of the following symptoms: they must not be able to give complete attention to details or make unanticipated mistakes at their jobs, in school, or in other functions; they must often not appear to listen to verbal directions despite repeated attempts; they must not frequently follow directions which leads to them not completing projects that they have started and are expected to finish; they frequently have trouble organizing tasks and activities; they often ignore and do not enjoy work that requires a lot of thought; they frequently misplace objects that are necessary to complete their responsibilities; they are frequently and easily distracted; they are frequently generally forgetful with regards to daily activities (CDC, n.d.). While many of these situations are exhibited by children or adults at some point, individuals with ADHD repeat many of these behaviors over a long period of time, which interferes with their ability to function in school or at work. Therefore, children with ADHD are typically diagnosed by teachers or other members of school staff because they are most likely to pick up on these behaviors before the parents. It is often an educator or a school psychologists who arranges the appointment for the formal diagnosis with the parent.

An additional symptom of ADHD is hyperactivity and impulsivity. According to the psychologist’s diagnostic manual, the following symptoms must be met, demonstrating inappropriate behavior for the child’s age level: they are frequently not able to stay still and must play with objects or move in their seat; they frequently travel away from their seats when remaining seated is appropriate; they are not able to play quietly; they must frequently talk or move; they respond to questions in class before they have fully completed the question; they have difficulty taking turns; they frequently invade the space of others (CDC, n.d.). Again, many individuals believe that these symptoms do not signify ADHD because they understand that some children exhibit these behaviors normally. While this is true in some cases, children with ADHD exhibit a majority of these symptoms, which have been repeated over a long period of time. These individuals are generally those who are unable to remain seated and quiet in school, which may interfere with the learning process of both themselves and of their peers. Individuals with ADHD exhibit some symptoms that overlap with other disorders, so it is necessary for the health care professional to rule out these other options before confirming a diagnosis of the disease (Greathead).

Despite the attempts of many individuals to deny the existence of ADHD, it is clear that this cannot be done. There are many environmental and biological factors that contribute to the development of the illness, and these factors are evident upon medical and psychological examination. It is therefore necessary to avoid demonizing both individuals with this disorder in addition to their families for psychological impacts that are beyond their control. It is instead important to work towards building an understanding of how individuals with ADHD can be helped and to understand the challenges that they face on a daily basis.

One of the most beneficial solutions to addressing the ADHD problem is modifying educational practices to cater to individuals that need to exert their energy, rather than sitting quietly in the classroom and listening. Many activities can be made for the whole class that will enable this type of engagement and promote learning. For example, activities that require standing and sitting to say “yes” or “no” to a question would be beneficial because it allows students with ADHD to move around. Since they are likely to do so without permission, it is necessary to take control of the situation by allowing this behavior, but assigning rules to it first. In addition, children with ADHD occasionally wish to stand as they write, which should be considered acceptable, provided that they are not disturbing their classmates. These solutions can only be reached once we understand that ADHD is not simply a behavior problem that children choose to enact, rather it is a consequence of complex environmental and biological factors that are beyond our control.

In conclusion, ADHD is a real disorder that must be taken very seriously. It is detrimental to the individuals with this illness to pretend that it does not exist. While many children do exhibit behavior problems from time to time and do not have ADHD, we must be aware that those with repetitive behavior problems have the disease and should be provided with help to alleviate some of these symptoms. These individuals can be helped by spreading an understanding that they are not misbehaving on purpose and that we should assist their learning by finding the methods that work best for them.

Works Cited

CDC. Symptoms and Diagnosis. N.D. Web. 24 April 2015.           <http://www.cdc.gov/ncbddd/adhd/diagnosis.html>

Cohen DJ. Cicchetti D, ed. Developmental Psychopathology, Developmental Neuroscience (2nd,illustrated ed.). John Wiley & Sons, 2006.

Curatolo P, D’Agati E, Moavero R. The neurobiological basis of ADHD. Ital J Pediatr 36(2010): 79.

Greathead, Philippa. Language Disorders and Attention Deficit Hyperactivity Disorder. 6 November 2013. Web. 24 April 2015. <http://www.addiss.co.uk/languagedisorders.htm>.

Ramsay JR. Cognitive behavioral therapy for adult ADHD. Routledge, 2007.

Schonwald A, Lechner E. Attention deficit/hyperactivity disorder: complexities and controversies. Curr. Opin. Pediatr. 18.2(2006):189–195.

Sim MG, Hulse G, Khong E. When the child with ADHD grows up. Aust Fam Physician 33.8 (2014): 615–618.