Attention Defficit Hyperactivity Dissorder

Running Head : ADHD

Attention Deficit Hyperactivity Disorder

Devin Skiera

PSYC 336

University of Montana

Attention Deficit Hyperactivity Disorder

PSYC 336

By: Devin Skiera

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders and has been estimated to affect 3-5% of school age children, which is equal to one child per every classroom. The following research will highlight the associated characteristics, comorbidtiy and a variety of treatments and interventions including academic and family based interventions. Also I will discuss race and ethnicity along with socioeconomic disadvantages.

First to give a general description of some of the associated characteristics of attention deficit hyperactivity disorder one could break them down into four main areas. Cognitive deficits impair the executive, academic, and intellectual functioning of the child, while impulsive components such as sleep disturbances, and risky behaviors were the main medical and physical concerns. ADHD also effects both speech and language problems which in turn increase the child's social problems. The disorder is more commonly diagnosed in males although treatment is the same for both genders. The disorder can be diagnosed as early as age three. Children are most affected once they are at an elementary or preschool stage.

Until recently most socioeconomic studies have been conducted in university- based psychological clinics, as a result most families included in these studies are considered to be middle to upper class (chronis.1). These types of studies often fail to adequately represent the lower socioeconomic class who tend to have problems with obtaining service, compliance, and response. Minority and low-income children who have ADHD are less likely to have their special educational needs met and are less likely to adhere to prescribed medications and regimes. Similarly low socioeconomic families have been shown to contribute to poor compliance following parent training for noncompliant children (chronis.1).

Differences in cultural norms, expectations about children or parenting, and attitudes regarding mental health are all important considerations in the delivery of psychosocial treatments. Race and ethnicity have also proven to be important considerations, many ethnic minorities are less likely to seek or obtain mental health services (chronis.1). Although the constant throughout all ethnicities is the evidence in more positive parent- child interactions, greater consistency in parenting, and fewer harsh parenting techniques often resulting in higher levels of satisfaction. Mental health professionals should therefore be aware of cultural factors that influence treatment- seeking behavior and response to treatments.

ADHD is the most common comorbid behavior disorder, 80% of children with ADHD have another diagnosable disorder. Oppositional Defiant Disorder and Conduct Disorder account for around 50% of clinical cases (Mash 1). After responding to interventions researchers found that ADHD, comorbid or not often, responded similarly in response to treatments with large improvements found in the use of medication. At the same time, behavior therapy is effective in treating children with ADHD regardless of other disorders or symptoms.

The term Attention- Deficit/ hyperactivity Disorder (ADHD) is commonly used to describe child behavioral patterns that display a relatively stable behavioral profile, but characterizes its self by difficulties in regulating impulse control and attention. These symptoms cause impairment in overall functioning not only in schools but homes as well (Efron 1). Research shows that the disorder is highly related to genetics, but along with every other developmental condition, the symptoms are modified and influenced by environmental factors. Family risk factors such as prenatal and perinatal insults like drug or alcohol abuse can lead to pregnancy and birth complications, low birth weight, early development (Mash 1). Around 60% of all children born from parents with ADHD will also be born with the condition (Mash 1). ADHD has also been attributed to deficiencies in the neurological transmitters' epinephrine and dopamine (Mash 1.), head trauma, and over exposure to lead at an early age (Efron 1).

Though satisfaction of the diagnostic criteria is necessary, it is not sufficient enough to make a diagnosis of ADHD or the recommended treatment. For a reliable evaluation one would have to consider the subject's developmental history in detail, obtain information from multiple informants (i.e. parents/ care givers, teachers) and show that there is evidence of significant impairment of the subject (Efron 1). Two of the most common treatments of attention- deficit/ hyperactivity disorder are the use of medications and cognitive/ behavioral therapy or interventions.

Stimulant medication is the single most effective intervention of the symptoms caused by ADHD (Efron 1), although clinical practices frequently recommend behavioral and educational strategies along with stimulant use in order for the subject to function successfully. Stimulant medications have the ability to significantly reduce the problematic symptoms of ADHD for a short to moderate amount of time. In most cases pediatricians and parents are working together to make an accurate assessment of the subject all while discussing appropriate management strategies. Most management treatments have shown the use of stimulant medications to be exceptionally effective in reducing problematic behaviors such as impulsiveness and inattention (Efron 1). Though the medication is effective in these areas it often is ineffective against the other comorbid features of ADHD such as antisocial behavior, anxiety, language disorders, and specific learning disabilities (Efron 1).

The impulsive, inattentive, and hyperactive behaviors that characterize ADHD often contribute to the impairment of the child-parent relationship (chronis.1). This can increase the stress among the parents of the children and over time may develop into maladaptive and counterproductive parenting strategies for dealing with these problems. The need for an appropriate family intervention for children with ADHD is vital. To not feel alienated or out of place in their own home life is pivotal to their behavior and temperament. A family based intervention involves working directly