CHILDREN WITH ADHD

Children with ADHD

Attention Deficit/Hyperactivity Disorder (ADHD) With Children

Introduction

For understanding the functioning and comprehending the symptoms and signs that may occur in a particular subject, we shall be discussing the accounts of Attention Deficit/Hyperactivity Disorder (ADHD) and its iterated presence among teens and children of all ages. (Nigg, 2005 )

ADHD

Attention Deficit/Hyperactivity Disorder (ADHD) has been identified as one of the most prominent and most deteriorating diseases that we see prevailing among patients from all age groups. ADHD is defined as a disease or phenomenon where the brain activity grows dismantled and that nerves in the brain at the time of puberty. ADHD has been associated and acquainted with the possibility and condition of an individual where subjects are either unable to pay attention onto themselves or the routine tasks that individuals do on a general basis, involved in extremely strenuous activities and tasks (which is labeled more than usual) or even unpredictable behavior (generally labeled as 'disturbed mood swings'. (Reid, Maag, 2004)

Sufficient data now exist to show that adult ADHD clinical evaluations include significant numbers of individuals motivated to provide inaccurate test performance(Osmon,2006)Thus, ADHD evaluations are not immune to the interpretive problems associated with false presentation due to symptom over reporting and inadequate effort on cognitive tests. The desire for medication and extra help within the college environment provides external incentives potentially motivating inaccurate presentation by some college students presenting for evaluation. (Pelham, Fabiano, 2005)

Since awareness has grown that learning disorders can disrupt postsecondary education, young-adult student's increasingly present requesting evaluation and treatment for suspected learning problems. Significant motivations and incentives currently exist for young adults seeking a diagnosis of a learning disorder, including attention deficit/hyperactivity disorder (ADHD), within higher education facilities Laws including the Individuals With Disabilities Act, the Rehabilitation Act of 1983, and the Americans With Disabilities Act provide the legal basis guaranteeing students with disabilities, including mental disabilities, provision for academic accommodation and resources. (Faraone, 2001)

Background of the Problem

The confusion surrounding the ADHD starts with its definition, it's criteria for diagnosis, its clinical symptoms that overlapping many of other psychological disorders, and ends with the different modalities of pharmacological treatment. If diagnosis of the inattention impairment of the ADD can be separated from the hyperactivity-impulsivity symptoms of ADHD, the clinicians would be alerted to the wide range of cognitive impairment associated with ADD, and the fact that they could be treating two separate disorders. The DSM-IV did not effectively address or discuss the components of the ADHD such as inattention, cognitive impairment, and hyperactivity. (Faraone, 2005)

The lack of clarity in the diagnostic criteria left the door open for personal interpretations of the symptoms presented, particularly when they were accompanied with disruptive aggressive behaviors. Disorders such as Oppositional defiant disorder(ODD), and conduct disorder often present symptoms (impulsivity, risk taking and aggressive behaviors) that overlap and are similar in many ways to those of ADHD, makes clinicians often wonder, if it is a coincident or most of these symptoms could be due to inhibition of the same brain ...