Introduction
A national health interview survey conducted by the U.S Department of Health and Human Services (2011) has showed that about 5.2 million children aged from one to seventeen years old have been diagnosed with Attention Deficit Hypertension Disorder, while the average annual ambulatory care visits with Attention Deficit Hyperactivity Disorder as the primary diagnosis has reached 9.0 million (cdc.gov).
According to the National Institute of Mental Health (2012), Attention Deficit Hyperactivity Disorder is listed among the most common brain disorders that occur during childhood and can last up to adulthood. Some of the most distinguishing symptoms of the disorder is lack of focusing and maintaining focused attention, as well as hyperactivity and behaviors that are difficult to control (National Institute of Mental Health). Based on studies, the brain of a child with Attention Deficit Disorder usually reaches matureness approximately three years after a child without the disorder (Shaw et. al, 2007). Additional studies have shown that the brain’s regions responsible for thinking, planning and paying attention, including the cortex, delay to mature, while the rest of the brain develops like any other normal child (National Institute of Mental Health). That abnormality on the brain’s growth pattern “may underlie the hallmark symptoms of ADHD and help to explain how the disorder may develop” (National Institute of Mental Health). Unfortunately, there is no known cure, as of now, but treatments and interventions, together with modern days tools can better the lives of people with Attention Deficit Hyperactivity Disorder and help both understand and find more effective ways to prevent and treat it (National Institute of Mental Health).
- Effects of Attention Deficit Hyperactivity Disorder on a Child’s Life
- Pre-School Life
Generally speaking, people with Attention Deficit Hyperactivity Disorder demonstrate an unusual mental restlessness and appear to become anxious from and angry with practically everything happening around them (Crichton, 2008).
In detail, a child with Attention Deficit Hyperactivity Disorder (ADHD) has increased levels of activity, compared to normal children of the same age, as well as poor concentration (Harpin, 2005). At pre-school age, the child with ADHD is usually unable to respond to ordinary behavioral advice and requests, which in turns elevates parental stress (Harpin, 2005). Also, children with ADHD often appear with poor social skills and tend to refuse to do as they are told; in fact, they practically oppose to most things suggested to them (DuPaul, 2001). It is obvious that both the family and the child undergoes great stress and there are quite a few things that families need to begin coping with.
Like previously mentioned, the brain of a child with ADHD delays to mature. So, when a child with ADHD goes to primary school it starts to show the difference in learning and the lack of maturity that characterizes their schoolmates (Harpin, 2005). Consequently, children with ADHD usually experience isolation, they feel unwanted by their peers, which by all means affects their self-esteem and academic performance (Harpin, 2005). All that, if combined with a potential specific learning difficulty can particularly worsen the child’s condition. Moreover, a parent of a child with ADHD at the age of primary school start having problems when going out with their child, for example, when going to the supermarket or visiting a friend’s house or another family member’s house. Frustration usually comes for those parents, who realize that other family members are not so willing to care for the child with ADHD and that their child is avoided to be invited to parties and other gatherings where children play and have fun (Harpin, 2005). What is more, children with ADHD often experience sleep disorders, which worsen their behavior during the day, due to lack of sufficient and quality sleep and brings fatigue to parents that need to stay awake to care for their children (Harpin, 2005). And, of course, a tired parent will most likely burst their exhaustion to the other half and other family members, like siblings, causing problems to family relationships.
- Adulthood
It is widely believed that ADHD is a diagnosis “reserved for children and adolescents as it was believed to dissipate before adulthood’’ (Goodman, 2007). However, research has shown that it does not actually stop around adolescence, but affects adults too, so it is a chronic disorder (Goodman, 2007). ADHD in adults is not easy to diagnose, given that most adults with ADHD do not realize they have a problem, even when they find it hard to stay focused, organized and be punctual. Despite the difficulty in diagnosis, adults with ADHD find it hard to manage their interaction, both with their family and society in general, and have difficulties with school and work (Goodman, 2007). So, the quality of an adult’s life is negatively impacted, given that they reach lower educational levels and get fired more often, compared to adults without ADHD (Harvey, 2013).
Research has also shown that about 75 percent of adults with ADHD also have a comorbid condition, like depression, bipolar disorder and substance use, which create further implications (Kolar et.al, 2008).
- Medication Used to Treat ADHD
ADHD requires psychosocial treatment cognitive/behavioral therapy or family and marital therapy/counseling depending on the age of the individual with ADHD. Indicatively, preschool children are better treated with behavior therapy provided by the child’s parents and teacher (Harvey, 2013). At these ages, behavior therapy is usually effective enough to avoid using any further treatment; however, in rare cases, the child may be prescribed with the stimulant methylphenidate (Harvey, 2013).
When the child reached primary school age, a combination of the two aforementioned treatment is advised, and alternatively the child can be prescribed with clonidine, guanfacine or atomoxetin (Harvey, 2013). The same combination of treatments can be applied to adolescents, up to 18 years old (Harvey, 2013).
Adults, on the other hand, should be treated with a combination of both psychotherapy and medication, like atomoxetine and antidepressants, only if they do not have any problems with their heart (Harvey, 2013).
- How Teachers Teach Kids With ADHD
Since students with ADHD lack the ability to concentrate, stay still, follow instructions, work on assignments and listen quietly, a teacher’s job is challenged. It requires lots of patience and creativity to manage students with ADHD.
As soon as a child’s special needs and strengths are evaluated by the teacher, the latter can plan a strategy to help them keep focused to the maximum possible (helpguide.org). Using the student’s strengths will increase their self-esteem and make teaching easier. Then, seating is very important. A child with ADHD should be kept away from distractions, like windows and the door and rows are better ways to seat students, rather than any other arrangement (helpguide.org).
Also, any information should be given bit by bit and if possible it should be wiser to work on the most difficult tasks/materials at the earliest time of the daily school schedule, while visuals should be an integral part of teaching (helpguide.org). Teaching strategies for students with ADHD are dependent on the teacher’s willingness to help, and it is the teacher’s creativity that will make the difference in class, eventually.
Conclusion
Attention Deficit Hyperactivity Disorder is a chronic disorder that is most commonly diagnosed in children up to their adolescent, although there are many adults that also have ADHD. ADHD causes the brain to delay to mature and creates an abnormal development of the two cerebral hemispheres. When a child has ADHD, they are most likely distinguished by lack of concentration and ability to focus on something for long, which makes teaching difficult in classroom. However, a teacher that wants to help students with ADHD can, with patience and creativity, come up with effective strategies to help keep students with ADHD focused and as undisturbed as possible.
With ADHD, children get a lowered educational level, which affects their professional life, late on as adults. Unfortunately, there is no cure for ADHD, but with the current treatments, symptoms can be eased significantly. When it comes to treatments, preschool children should be treated with behavior therapy, and very rarely, with medication’ however, when children enter adulthood, it is best to have both medication and psychotherapy.
References:
Centers for Disease Control and Prevention (2013), Attention Deficit Hyperactivity Disorder (ADHD). Retrieved Nov. 8, 2013 from: http://www.cdc.gov/nchs/fastats/adhd.htm
Crichton, A. (2008), An inquiry into the nature and origin of mental derangement: On attention and its diseases. Journal of Attention Disorder 12:200–204
DuPaul GJ, McGoey KE, Eckert TL, et al. Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioural, social, and school functioning. Journal of American Academy of Child Adolescent Psychiatry 2001;40:508–15.
Goodman, DW (2007), The consequences of attention-deficit/hyperactivity disorder in adults. J Psychiatr Pract. 2007 Sep;13(5):318-27
Harvey, Simon (2013), Attention deficit hyperactivity disorder. University of Maryland Medical Center. Retrieved Nov. 8, 2013 from: http://umm.edu/health/medical/reports/articles/attention-deficit-hyperactivity-disorder
Harpin, V.A (2005), The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood 2005;90:i2-i7 doi:10.1136/adc.2004.059006
Helpguide.org (n.d), Teaching Students with ADHD. Retrieved Nov. 8, 2013 from: http://www.helpguide.org/mental/teaching_tips_add_adhd.htm
Kolar, Dusan, Keller, Amanda, Golfinopoulos, Maria, Cumyn, Lucy, Syer, Cassidy and Hechtman, Lily (2008), Treatment of adults with attention-deficit/hyperactivity disorder. Neuropsychiatr Dis Treat. 2008 April; 4(2): 389–403.
National Institute of Mental Health (2012), Health and Education: Attention Deficit Hyperactivity Disorder. Retrieved Nov. 8, 2013 from: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml
Shaw P, Eckstrand K, Sharp W, Blumenthal J, Lerch JP, et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation. Proc Natl Acad Sci U S A. 2007 Dec 4;104(49):19649–54; PubMed Central PMCID: PMC2148343.
