ADHD
...is a term used by psychologists to describe attention that is focused on a single object for a long period of time while tuning out all other stimuli. An example of this would be a baby who focuses totally on a button or a pin on the clothing of the person holding him (Block pg. 55). A child whose attention becomes stuck at this stage of development might be diagnosed as having autism. Second, a child’s attention develops to where it is overly inclusive. This refers to a very wide span of attention that is constantly and rapidly changing from one object to another such as a toddler who is running from one toy to the next never able to stay with any one toy for any period of time. A child who is stuck at the second stage of attention span development might be diagnosed as having attention deficit disorder. Third, the child develops selective attention where he is able to shift focus at will from being inclusive to being very exclusive. This is a mature pattern of attention and concentration that is required to be successful in a classroom-learning environment. There are a variety of causes for poor attention, concentration and impulse control. A partial list would include the following: · Immaturity and slow psychological development · Learning disabilities such as dyslexia · Anxiety · Depression · Low thyroid · Low motivation · Lack of sufficient sleep · Poor nutrition · Boredom due to lack of challenge If your child has had the symptoms of poor attention, concentration and/or poor impulse control for some time, you should have your child examined by his physician. In addition to a physical exam and appropriate lab tests, the physician may have the parents and teachers complete questionnaires about the child’s behavior. He may also refer you to a school psychologist or a mental health professional for further assessment. Depending on the outcome of the entire evaluation, one or several specific medical, educational or psychological recommendations may be given. (Block pg. 49) The symptoms of Attention Deficit Disorder are caused by a neurological dysfunction within the brain. Several studies using PET scans have confirmed that there is a definite difference in brain functioning between a group of individuals diagnosed with Attention Deficit Disorder and those without it. The underlying physiological mechanism, which causes Attention Deficit Disorder, is still not thoroughly understood and remains under scientific study. It is presumed that brain chemistry is out of balance and that specific chemicals called neurotransmitters may be lacking in individuals with Attention Deficit Disorder. In two research studies, when the Attention Deficit Disorder subjects were given their medication and rescanned, their brain activity appeared to be much more like that of the normal group (Faraone pg 891). Another interesting finding of these studies is that the areas of the brain in the Attention Deficit Disorder group where brain activity was lower than in the normal group are known to be associated with such functions as attention and concentration as well as planning and organization. These are the very functions that are impaired in persons with Attention Deficit Disorder. PET scans are considered to be very invasive because they involve the injection of radioactive material into the individual and therefore are not appropriate for diagnostic purposes. To date only two studies of Attention Deficit Disorder using PET scans have been conducted ( Debroitner). Attention Deficit Disorder may be either inherited or acquired. Recent research in genetics has definitely shown that Attention Deficit Disorder runs in families. The specific chromosomes that are involved have not been fully identified though more clues are being discovered as research progresses. Like many other disorders, a child may have the symptoms while his parents may not. Usually there are aunts, uncles, grandparents or cousins with the disorder. Attention Deficit Disorder may be acquired through various conditions that cause insult (damage) to the brain. During pregnancy and delivery these include the use of drugs during pregnancy, toxemia, infectious diseases, overexposure to radiation, prematurity, complicated delivery. After birth these include meningitis, encephalitis, seizures from fever, head injury and lead toxicity. Excessive use of sweets does not cause Attention Deficit Disorder though it may make the symptoms worse for some individuals who already have the condition (Levinson). Since many children with Attention Deficit Disorder appear to "outgrow" the condition it can also be looked at as a developmental disorder. Some children seem to develop the ability to pay attention and concentrate later than others just as there is a wide range to timing for developing the ability to walk, talk or be potty trained. In the past, children with Attention Deficit Disorder and other learning disabilities were labeled as "underachievers" in their younger years and then reclassified as "late bloomers" when their development in this area finally caught up with their peers (Reichenberg-Ullman). Today, many adults look back and realize they had a learning disability or Attention Deficit Disorder as a child, which they may or may not have been able to overcome. Some people with Attention Deficit Disorder become very successful. However, others continue to have significant symptoms as adults. Some were not able to adapt or compensate on their own and did not receive any help from teachers, parents or professionals. These individuals often dropped out of school and may today be social dropouts of one kind or another. It is for this last reason that children who exhibit signs of Attention Deficit Disorder or learning disabilities should receive all the help necessary and available to spare them the frustration and anguish often associated with these conditions. Medications such as stimulants have long been employed in the treatment of Attention Deficit Disorder. These medications are presumed to improve a chemical imbalance in the brain, which is causing the symptoms. The PET scan studies do show that the brain functioning of Attention Deficit Disorder patients does improve and appears to be more like the normal group after they have taken their prescribed medication (Gillis pg 313). Medications usually used to treat Attention Deficit Disorder stimulate the production of two neurotransmitters known as dopamine and norephinephrine. Specific neurotransmitters (brain chemicals) are necessary to carry a nerve impulse (message) along a neuropathway (circuit). When a neurotransmitter is under supplied, a message may be stopped short of its intended destination. When this happens, the function regulated by that circuit might not work as well as it should. Brain circuits, like those of a computer are either on or off. When some circuits are on they make something happen such as helping a child focus on a learning situation. When other circuits are on they prevent something from happening. For instance, some circuits prevent emotional reactions to situations. If the circuit is not on or only partially on, the child may react too quickly to a minor incident which may lead to a temper tantrum. Medications that treat Attention Deficit Disorder are not tranquilizers or sedatives. They do not slow down the nervous system. They actually stimulate various areas of the brain to be more active so that the attention and concentration functions and the self-control functions work better. The use of stimulant medications helps to keep the circuits on when they should be turned on. Most individuals who are treated with medication take Ritalin (a psychostimulant). This drug appears to be very beneficial for many who take it. Though Ritalin has received much bad press, it is actually a very effective form of treatment and is relatively safe. When Ritalin does not work or there are contraindications for its use, other amphetamine drugs may be used. Also, antidepressants and beta-blockers have proven to be effective with certain individuals. (Deutsch p. 193) Medication is the most frequently employed treatment method for Attention Deficit Disorder. It is often employed along with psychological techniques such as behavior modification and patient/family education. Focus is a psycho educational program that designed so that it can be used as either an adjunct or as an alternative to medication (Block). Traditional child psychotherapy, such as play therapy or non-directive talking therapy, has not proven to be effective in the treatment of Attention Deficit Disorder nor has traditional family therapy. Providing individual psychotherapy for one or both of the parents also does not work. Research has demonstrated that modern psychological treatment methods, especially behavior modification, cognitive behavioral therapy and relaxation training can have a positive effect. In some studies, one or several of these techniques used in combination have proven to be as effective as medication in reducing Attention Deficit Disorder symptoms. Counseling alone is used not to provide treatment but to provide education for the child and the family to help them better understands the disorder and how to cope with it. Counseling may also be used to help build self-esteem that has been damaged as a result of having Attention Deficit Disorder (Block). Modern psychological treatment methods can result in actual changes in mental functioning, when there are changes in mental functioning (how we think and process information) there are corresponding changes in brain function. Changes in brain function then results in changes in brain metabolism (how and where the brain is chemically active). Thus, mental functioning and brain chemistry can be altered without the use of medication. Even more important, some of the newer research indicates that changes in brain functioning with the resulting changes in brain chemistry, remain permanent over time. These studies emphasize the importance of using psychological methods in treating Attention Deficit Disorder either alone or in conjunction with medication. The CDI Store has a number of items that can help ADD/ADHD children and teens improve their performance at school (Kranowitz). Some children with Attention Deficit Disorder experience significant problems socializing with peers and cooperating with authority figures. This is because when children have difficulty maintaining attent...