Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) is a common neurobehavioral, childhood, disorder (Griggs & Mikami, 2011). The disorder is easily diagnosed when the child is still small, but it last even when the child matures to adulthood. Children with this disorder cannot pay attention. They also do not control impulsive behavior and can be overactive. ADHD occurs in tandem with other disorders such as OPPOSITION DEFIANT DISORDER (ODD), Learning Disorder, and Conduct Disorder. These associated disorders are referred to as co morbidities of Attention Deficit/ Hyperactivity Disorder. Advokat (2010) notes that more than half of the children who suffer from ADHD have disorders associated with the way they behave. Extra challenge occurs when a child suffers from combination of the two. The challenges will affect the individual, as well as the health care providers if not well managed. Many families tackle the disease in silence because they do not understand what their children go through. However, it is important to note is that ADHD can be diagnosed early and managed.
Doctors are advised to screen thoroughly patients who suffer from ADHD in order to detect any other disorder. ADHD usually affects the development of a child because they are unable to establish good relationships with their friends. This affects a child’s happiness, which eventually affects their development. Peer problems experienced by these children may include rejection by their friends. These children also face mood disorders, anxiety, and substance abuse, among others. This paper discusses signs and symptoms, types, causes, diagnosis, and treatment of ADHD.
Signs and symptoms
Children usually are unable to focus on something or cannot behave well. However, children with ADHD disorder do not change these behaviors. These symptoms keep on appearing and can cause problems with friends and family, both at home and school. The main symptoms include not paying attention, daydreaming, failure to listen, fidgeting, easy distraction, difficulty taking turns, forgetting fast, keeping on moving, talking too much, playing violently, acting without thinking, and interrupting others (Knouse & Steven, 2010).
Types of ADHD
Three types of ADHD have been identified. These include PREDOMINANTLY INATTENTIVE TYPE, PREDOMINANTLY HYPERACTIVE-IMPULSE TYPE, and the COMBINED TYPE. An individual suffering from predominantly inattentive type of ADHD finds it difficult to organize and tackle a particular task. He will also find it hard to follow conversations. Again, neither will such a person follow instructions given to him. The person also gets distracted severally making him forget even the simplest daily routines. Children with PREDOMINANTLY INATTENTIVE TYPE of ADHD are perceived by their peers as shy, which further affects their relationships with the peers (Kellison, Lindsay, & Garvan, 2010).
A person suffering from predominantly hyperactive-impulse ADHA talks a lot. He also fidgets a lot and cannot sit for considerable time, for example, to eat or do assignments. In small children, other signs could include climbing, running, or jumping constantly. The affected person also shows signs of restlessness and he finds it hard when it comes to impulsivity. This makes them interrupt others frequently, grab items from their friends, speak at the wrong time, and do not listen or follow instructions. An impulsive person usually risks getting accidents often as compared to others. This is so because of their aggressive behavior. Their aggressiveness is part of hyperactivity symptom and it makes them be rejected by their peers. These children will also have several impairments as compared to other children who do not have ADHD. This further interferes with their relationship with their peers. The final type is the combined type where an individual shows all the symptoms described above (Knouse & Steven 2010).
Causes of ADHD
Causes of ADHD have not been identified. However, scientists are working very hard in order to discover the causes Advokat, (2010). Identifying the causes and the factors leading to the disorder will help them manage the disorder. Chances of getting the disorder can also be reduced by understanding ADHD. Current research suggests that the disorder can be linked to genetics. This research was done on twins and the conclusion was that ADHD has links with the genes. Other possible causes, according Advokat (2010) include brain injury, low weight of infant at birth, alcohol intake during pregnancy, heavy metal exposure like lead, and premature delivery. Some people believe that watching TV for too long, taking too much sugar, poverty and family conflicts can contribute to ADHD. However, research is yet to prove these theories. Important to note is that the above mentioned theories can worsen the symptom in some individuals, but evidence lacks to prove that they cause ADHD (Willcutt & Pennington, 2000).
Diagnosis
Determining that a child is suffering from ADHD requires a number of steps. A single test cannot help in diagnosing the disorder. Similar symptoms may show on individuals who suffer from depression, learning disabilities, and anxiety. Therefore, attributing one symptom to ADHD can be a mistake. The first step should be examining the child medically by carrying tests such as vision and hearing in order to rule out the possibility of other problems that could be confused with ADHD. The other major step is checking for the symptoms associated with the disorder. A family history should also be taken from the child’s parents, teachers, or the child’s guardian. In some cases, the child can also be used to give family history.
Treatment
Tsal, Shalev, & Mevorach, (2005) assert that Attention Deficit/ Hyperactivity Disorder (ADHD) be treated using a combination of medicine and therapy (behavior therapy). A single treatment cannot be effective. Treatment should also be followed by close monitoring. Regular check-ups are also mandatory in order to observe whether there is any change as expected.
Medications
Medication usually helps an individual suffering from ADHD to deal with everyday life. It is also important in treating the child. To be specific, medication is very important in controlling the behavior of the patient that has previously led to trouble with friends and family members. The drugs may either be stimulant or non stimulant. Griggs & Mikami, (2011) say that 70 to 80 percent of individuals suffering from ADHD respond well to stimulant drugs. Non stimulant drugs became approved in the year 2003 to be used in treating ADHD. This medication has fewer side effects than stimulant medication. Non stimulated drugs have been proved to last for up to 24 hours. It is important to note that children respond differently to medications. Some will respond quite well while others will not. Doctors and caretakers are advised to try different doses, as well as different medications while using medication for treatment of ADHD (Kellison et al., 2010).
Behavioral therapy
Research has shown that treating children with ADHD using behavioral therapy can be very helpful (Willcutt & Pennington, 2000; Tsal et al., 2005; & Kellison et al., 2010). This therapy should be started immediately the condition has been diagnosed. It aims at improving the child’s behavior so that he can relate well with his family and friends. During this therapy, a child is trained to follow a set schedule everyday from the time he wakes up to the time he goes to bed. In order to avoid distractions, the care giver can be switching off the television when the child is completing his assignments. When giving choices to a child with ADHD, he should be given only two choices so that he does not get overwhelmed. For example, the child may be asked between being bought for an outfit and a toy. Children with ADHD have problems listening to instructions. Therefore, during behavioral therapy, long explanations should be avoided, and instead, brief directions should be used while giving responsibilities.
A child should also be trained to meet goals, which should lead to rewards. The goals set for the child should also be realistic and efforts should be rewarded all the time. Another behavioral therapy includes effective disciplining. For example, one should not yell at a child who has ADHD when he does not behave normally. The child should also be assisted in discovering his talent such as sports, singing, and art, among others. Once the child discovers his talent, he will be able to achieve success, which will make them feel good. In addition, this has been proved to boost the child’s self-esteem. The child will also be in a position to improve his social skills (Willcutt & Pennington, 2000).
Parent training
Parents whose children suffer from ADHD should be trained how to deal with their children. This is because these children rarely respond to the normal parenting practices. The parents also get trained on how to help their children in being organized. Another important part of training that the parents get is how to deal with the children’s behavior, and how to help the children acquire skills related to problem solving. Parent training can be conducted either in groups or individual families can receive training from the therapists. Special classes are also available where parents whose children have ADHD can get the training. Children & Adults with Attention Deficit/ Hyperactivity Disorder is a program designed to help parents whose parents have ADHD (Griggs & Mikami, 2011).
Conclusion and recommendation
Attention Deficit/ Hyperactivity Disorder affect small children, but it extends to adulthood. ADHD occurs along with other disorders such as OPPOSITION DEFIANT DISORDER (ODD), Learning Disorder, and Conduct Disorder. This problem can be diagnosed during childhood, and can be managed. Some symptoms of the disorder may be confused with symptoms of other disorders such as depression. Doctors should, therefore, screen the patients thoroughly before concluding that a child is suffering from ADHD. Symptoms of ADHD include forgetting fast, keeping on moving, talking too much, playing violently, acting without thinking, and interrupting others, among others as discussed above. Predominantly inattentive type, predominantly hyperactive-impulse type, and the combined type are the three types of ADHD. Causes are yet to be determined, but research links ADHD to genes. Treatment of the disorder is a combination of behavioral therapy, medication, and parent training. A combination of the three types of treatment helps the patient and the patient’s family to cope with the disorder to some considerable level. Parents, teachers, and guardians should not keep their children at home. Instead, they should seek help from physicians since this is a manageable condition.
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Kellison, I., Lindsay, B., & Garvan, C., (2010). Assessment of stigma associated with attention-deficit hyperactivity disorder: Psychometric evaluation of the ADHD Stigma Questionnaire. Psychiatry Research, 178363-369. doi:10.1016/j.psychres.2009.04.022
Knouse, E., & Steven A., S. (2010). Current Status of Cognitive Behavioral Therapy for Adult Attention-Deficit Hyperactivity Disorder. Psychiatric Clinics Of North America, 33(Cognitive Behavioral Therapy), 497-509. doi:10.1016/j.psc.2010.04.001
Tsal, Y., Shalev, L., & Mevorach, C. (2005). The Diversity of Attention Deficits in ADHD: The Prevalence of Four Cognitive Factors in ADHD Versus Controls. Journal of Learning Disabilities, 38(2), 142-157.
Willcutt, E. G., & Pennington, B. F. (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder. Journal of Learning Disabilities, 33(2), 179.
