Abstract This paper discusses attention deficit disorder, or ADD, and attention deficit hyperactivity disorder, or ADHD, and states that they are increasingly frequent problems occurring among today's youth. The paper then discusses how individuals with ADD or ADHD face elevated risks of drug and alcohol abuse because of not only their behavioral problems, but also the physical and psychological conditions associated with the attention disorders themselves. In addition, the paper describes the aspects of ADD and ADHDH that promote conflict and enhance the situations that can lead to substance abuse.
From the Paper "Interestingly, the various profiles associated with attention deficit disorders seem each in its own way to produce the same result of increased risk of substance abuse in adolescence and adulthood. Those diagnosed with ADHD-IA are characterized largely by the sluggish processing of information, a behavioral and cognitive realty that leads directly to academic problems and difficulties with peers. In contrast, those diagnosed with ADHD-HI and ADHD-C will make careless mistakes, impulsively break rules, or do other things which may bring them into direct conflict with authority figures and peers. Each of these difficulties can be seen as a potential for future substance abuse because each one in some way relates to the idea of excess stress, or possible feelings of helplessness or persecution."
Abstract Discussion of diagnosis of ADD, a condition characterized by hyperactivity. Focuses on issue of whether the diagnosis is an aid to professioinals in helping those suffering from ADD. Evidence of a biological basis. Effectiveness of medication to relieve target symptoms of ADD. Discusses elements of ADD that have not been adequately addressed. Cites studies.
From the Paper "Introduction
The symptoms of attention deficit/hyperactivity disorder (ADHD) or attention deficit disorder (ADD) have been defined as hyperactivity, trouble maintaining attention, and difficulty controlling impulses (Nolen-Hoeksema, 2001). Some professionals in the field see this diagnosis as an aid in helping those who have ADD, others view it as unclear at best. R. P. Halgin (2001) uses articles by psychiatrist Edward M. Hallowell and educational consultant Thomas Armstrong to demonstrate these two perspectives.
Summary of Articles
In his article "What I've Learned from ADD", Edward M. Hallowell states that his own discovery of being diagnosed with ADD "has been tremendously freeing" (Hallowell, 1997, p. 56)."
Abstract This paper discusses ADD in general, offering a background understanding and explanation on diagnosis of the disorder. It continues to describe how to set up a proper learning environment with regards to physical education and children with ADD. Lastly the author offers an observation of three children with ADD within their learning environment. Also included is an extensive list of suggested reading material on the topic.
Diagnosis of Attention Deficit Disorder/Hyperactivity Disorder (ADHD)
Establishing the Proper Learning Environment
A Short Observation of Three ADD Children In Terms of Their Physical Education Experiences
Bibliography
Suggested Reading
From the Paper "Because children with ADD do not handle changes well, competitive team sports may be very distressful for them, as team sports are a study in physical changes and disruptions. Studies have shown that ADD children do better with sports where they compete against their own best scores. For boys this might include weight lifting, gymnastics and track and field rather than football, baseball or basketball. For girls, aerobics, gymnastics, dance and track and field would be better than soccer or softball."
Tags: school, environment, student, teacher, sport
Abstract This paper discusses the condition ADD/ADHD. Specifically, the paper discusses the role of the school nurse in dealing with children with ADD/ADHD. The paper describes the role of the school nurse in improving some of the symptoms of ADD/ADHD such as low self-esteem, slow academic progress and behavioral problems, as well as being effective in its management by helping to administer drug treatment, providing counseling and therapy and educating other people in dealing with and improving the condition of ADD/ADHD students.
Table of Contents:
Introduction
Diagnosis
Medication
Working with Parents, Teachers, and School Personnel
Conclusion
From the Paper "The National Association of School Nurses (NASN) and Novartis have also launched a national campaign to provide nurses important information about ADD/ADHD. They emphasized working with parents, teachers, and health care providers in dealing with the condition. The organization has developed a kit containing manuals and texts that contain important information in handling ADD/ADHD. This kit may be purchased both by members and non-members and can be very useful in a school environment (KidSource n.d.)."
Abstract This paper explains the history of the use of methylphenidate (Ritalin) as the drug of choice for treating individuals, usually children, who have attention-deficit hyperactivity disorder (ADD/ADHD). Next, the author identifies the positive results and negative side effects of this use of Ritalin. The paper outlines the ways that the Americans with Disabilities Act, Section 504, affect children with ADD/ADHD in terms of their evaluation, treatment, prescription of Ritalin and separation from the rest of their fellow classmates. Finally, the paper argues that people need to know about the many alternatives to treating children with ADD/ADHD so that they can make the right choice about whether to use Ritalin.
From the Paper "According to Mrs. Garner's observation the student is labeled ADD/ADHD and is placed under section 504, CFR chapter 104 and every thing is fine as long as he takes his medication. Now the student doesn't have to meet the same expectations in the
classroom as other students. Plus when ever the student doesn't want to do his homework or take a closed book test he doesn't have to. He can simply complain to his parents or school administrators and he will make through elementary school and middle school by taking the easy road because it afforded to him."
Abstract The first part of this paper looks at the definition and symptoms of both ADD and ADHD. These symptoms are further detailed in personal accounts of people who live with these disorders. In the last section, this paper examines the different methods currently being used to treat children with ADHD and ADD.
Contents
Symptoms
Treatment
References
From the Paper "ADD and ADHD are related disorders with many common symptoms. Both ADD and ADHD sufferers, for example, can exhibit two main symptoms. The most common symptom is inattention. People with ADHD can exhibit trouble focusing on specific tasks and often find it difficult to remember and organize their work (Greer). The next group of symptoms falls under impulsiveness. ADHD sufferers can be prone to rash actions because they have difficulty concentrating long enough to solve a problem. This difficulty is compounded by the fact that ADHD sufferers also find it hard to maintain strong personal relationships (Greer). As a result, they have no one to turn to for help in making well-informed decisions."
Tags: mental, child, parent, care, hospital, psychology, prozac
Abstract This paper examines literature on both sides of the argument that youngsters with ADD/ADHD are more prone to driving accidents. One argument explains that driving while multi-tasking, or listening to the radio, eating, or speaking on the cell-phone, for example, is too much for an ADD/ADHD person to handle. Another argument states that these actions help one concentrate.
From the Paper "According to Marlene Snyder's book, ADHD & Driving: A Guide for Parents of Teens with AD/HD, teenagers with attention deficit disorder are in more accidents and receive more moving traffic violations than unaffected teens. Considering that the symptoms of AD/HD are relatively consistent from the late teens up into the early to mid- adult years, one would assume that adults experience the same sort of disparity. (Research on adult AD/HD lags well behind that dealing with children and teens) Obviously, having the ability to pay attention to the road is very important to good driving. Yet AD/HD is not the only thing that can distract from the road. According to AAA's traveling companion, the top causes of accidents and poor driving (other than alcohol) are generally related to distractibility and lack of attention. (Goepal, 2003) Eating or listening to the radio are mentioned as examples of activities that may distract from driving, and of course a great deal of attention has been paid recently to cellphone usage while driving. If minor activities while driving can distract even the non-affected driver, it is possible they have a more severe affect on AD/HD drivers. However, some individuals with AD/HD have also been known to use multitasking as a kind of therapeutical activity in order to allow them to concentrate more fully on the work actually at hand. (Living with ADD, 2004) AD/HD appears to sometimes function in such a way that the mind affected is not sufficiently interested in a single topic, and when trying to concentrate on a single thing it will quickly skip off to something else. Some people cope with AD/HD by selective use of minor distractions, such as listening to music or chewing gum (or other oral/physical experiences like smoking cigarettes, eating, playing with a tongue ring, etc.); they report that having a consistent but manageable distraction helps them keep their mind sufficiently entertained that they can focus on the primary task at hand without being continually distracted by their own thoughts or other outside occurrences.
The question, then, is whether or not individuals with AD/HD who engage in "distracting" activities such as listening to the radio, eating, or talking while driving will be more or less likely to drive unsafely than are individuals with AD/HD who do not engage in such activities while driving. As part of this question, the performance of AD/HD drivers while multi-tasking and single-tasking should be compared to the performance of unaffected drivers in both categories, to determine if the difference between multi-tasking and single-tasking drivers is affected by the AD/HD status of those drivers or is a constant.
The most generic hypothesis which would be addressed by this study would be that having AD/HD does have a unique affect on the ability of drivers to safely multi-task, whether for better or worse. A more specific hypothesis might be that those with AD/HD are especially likely to perform better when performing small secondary tasks than when trying to concentrate only on their driving, because if they do not allow minor distractions they will become more seriously distracted from their primary tasks -- moreover, this hypothesis would suggest this distraction was not likewise beneficial for those who did not have ADHD. However, this could be entirely wrong. An alternate hypothesis would suggest that because their attention is already so fragmented, AD/HD drivers attempting to multi-task are more at risk of driving poorly than are other multi-tasking drivers or AD/HD drivers who are not multi-tasking."
Abstract This paper argues against the recent trend of people who claim that children with ADD / ADHD do not need treatment and can cope without it. The writer posits that to deny treatment for ADD or ADHD to children (or adults) who genuinely need it, however, is both a medical and a social irresponsibility, which could arguably cost such individuals possibilities of happier, better-adjusted, more productive lives.
From the Paper "Based on a combination of medical evidence, anecdotal evidence, and weak arguments for its lack of existence, then, I believe that Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder) ADHD definitely do exist. It may be true that in some cases, drugs like Ritalin may be over prescribed, as a mistaken diagnosis, to keep children quiet and subdued, etc., and in those cases, such a diagnosis is unfortunate. To avoid such misdiagnoses, however, parents, teachers, psychiatrists, and others, need to be especially careful that (1) a preponderance of DSM-IV-listed symptoms really do exist; and (2) that such symptoms have existed for at least six months."
Abstract This paper studies the use of Ritalin and other pharmaceutical options in treating children with attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). After providing an overview of the disorder and its diagnosis in children, the paper then analyzes the efficacy and controversy over using Ritalin and other drugs (including dextroamphetamines) to treat ADD/ADHD. The author looks at dosing suggestions and potential side-effects, concluding that the benefits of Ritalin -- when properly proscribed and used -- outweigh the risks.
From the Paper "Attention Deficit Disorder (ADD) and its close relative Attention Deficit Hyperactivity Disorder (ADHD) are neurological developmental disabilities which are known to effect between 3-5% of school age youth. Scientists have suggested that the disorders are genetically transmitted. Research has not definitively shown that either disorder is chemically based, although some doctors believe that ADD/ADHD are caused by a chemical imbalance in specific neurotransmitters that normally help the brain regulate behavior. The National Institute of Mental Health has shown, however, that subjects with ADD or ADHD have a lower rate of glucose usage in the brain - glucose being the brain's primary source of energy. However, Merck states that less than 5% of children with the disorder show any signs of neurologic damage or structural abnormality in the brain."
Abstract The paper discusses the definition and symptoms of both attention deficit disorder (ADD) and attention deficit hyperactivity disorder (ADHD). The paper discusses the treatment of children with ADHD and ADD that includes stimulants, anti-depressant medications and behavior training. The paper points out that effective treatment is hampered by the fact that ADHD symptoms are difficult to diagnose.
Outline:
Symptoms
Treatment
From the Paper "ADD and ADHD are related disorders with many common symptoms. Both ADD and ADHD sufferers, for example, can exhibit two main symptoms. The most common symptom is inattention. People with ADHD can exhibit trouble focusing on specific tasks and often find it difficult to remember and organize their work (Greer).
"The next group of symptoms falls under impulsiveness. ADHD sufferers can be prone to rash actions because they have difficulty concentrating long enough to solve a problem. This difficulty is compounded by the fact that ADHD sufferers also find it hard to maintain strong personal relationships (Greer). As a result, they have no one to turn to for help in making well-informed decisions."
This paper looks at the effects of the drug Ritalin given to Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) children.
Abstract This paper looks at the debate surrounding the use of Ritalin, especially the misuse among children under the age of six. The paper details what ADD and ADHD are, how they are diagnosed and treated and what the growth in the number of children being diagnosed with these disorders has done to the use of Ritalin. The paper looks at several different issues including treatment of adolescents, teenagers and young adults. It also addresses the issue of a lack of research being conducted into the affects that this drug has on children and adolescents.
The paper has an extensive bibliography, but is without footnotes, or endnotes.
From the Paper "Children who take Ritalin note that they are more goal directed, they are able to stay focused on their schoolwork, are less aggressive and are more docile and compliant. The effects of the drug usually are seen within 30 to 60 minutes after taking it. The peak occurs within one to three hours and the influences are gone in 3 to 5 hours. The sustained release form, effects last 6 to 8 hours. It is entirely metabolized and out of the system within 12 to 24 hours. The dose is usually taken twice a day. The Physicians Desk Reference lists more than 25 side effects that can be seen while taking Ritalin. Some of these include nausea, insomnia, headaches, weight loss, slowing of growth, compulsive behaviors, elevated heart rate, increased blood pressure and Tourette syndrome. Regardless of the evidence that this drug has damaging side effects, doctors still ignore a safer solution. Non drug approaches for children are also underfunded."
Abstract This paper examines various suggested education methods for a child with ADD (ADHD). It looks at inclusion vs. seclusion and the roles the parents play in helping establish and decide which system works best for their child.
From the Paper "Today, approximately 5 percent of all public school students are identified as having a learning disability. This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). Historically, educating students with disabilities has been synonymous with special education. The very fact of their disability made this type of child a burden to the general teacher and subjected them to potential failure with their schoolwork and ridicule from their classmates. Special education programs were essentially created to protect and nurture these children with disabilities. The main strategy was to organize programs that were segregated by the particular condition and isolated from the mainstream of children in the school setting (Zigmond, 1997)."
This paper discusses Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD, both behavioral illnesses that affect children and adults.
Abstract This paper explains that ADHD is no longer an illness that precludes learning because, with the proper behavior management and coping techniques, children who are diagnosed with ADHD can look forward to living normal and productive lives. The author points out that ADD and ADHD patients sufferers can exhibit two main symptoms, inattention and impulsiveness; but only ADHD patients suffer from hyperactivity. The paper stresses that, though there is no cure for ADHD, early recognition and family counseling will help a child overcome these learning obstacles.
Table of Contents
Symptoms
Effects on Learning Ability
ADHD and Motor Development
Speech and Verbal Skills
Reading Comprehension and Mathematics Skills
Social skills and Interpersonal Relationships
Summary of Effects
Treatment
Conclusion
From the Paper "Studies have shown that children as young as five years old who have ADHD can already exhibit compromised motor skills. Kalff et al (2003) observed the speed and accuracy that a control group of 126 healthy children, a group of 113 children suffering from other psychopathologies and a group of 74 children with "borderline ADHD" completed a set of motor tasks. The results showed that the ADHD group was less accurate than the healthy control group and the children with other psychopathology group. This was particularly true in the tasks classified as requiring a "high level" of controlled processing. Furthermore, the ADHD children had unstable performances with their tasks, even when they were using their preferred hand."
Abstract This paper argues that ADD diagnosis in the public school system needs to be assessed more carefully. It explains that many children, K-12, are misdiagnosed and treated incorrectly, even with dangerous drugs. The author gives a literary review on the topic and continues with personal research. Methodology and results are offered by the author and the results reviewed and explained. The author concludes with a personal opinion on the public schooling system. The paper also includes appendices of questionnaires used in research.
Table of Contents:
Abstract
Introduction
Literature Review
Methodology
Results
Discussion
References
Appendices
From the Paper ""Attention deficit disorder," or "attention deficit hyperactivity disorder" (ADD or ADHD) is a common diagnosis in the United States. For many years, many public school students have been identified as having ADD/ADHD (Calhoun, 1997). However, Foster (1989) reported that only six percent of all school age students actually suffer from this condition. This is a small percentage and it is important to note that children with ADD/ADHD often show many varying degrees of psychiatric disorders with coesting learning difficulties. Research reveals that more boys are given ADD/ADHD diagnoses than girls. Reid et al. (1994) studied 138 students identified with ADD/ADHD and found that the maority (123 students) were boys and only 15 were girls."
Abstract This paper takes an in-depth look at ADD, ADHD and the issue of attachment. According to the paper, much of the literature surrounding excessive reassurance seeking behavior have identified this as a significant element in altered interpersonal functioning. The paper further discusses how it appears that when the depressed person - in this case the parent - experiences emotional distress related to life events, whether associated with the child or not, the parent will use the technique of reassurance-seeking.
Contents:
Chapter 1
Background to the Problem
Problem Statement B
Problem Statement C
Application of Results
Theoretical Framework
Definitions
Outline of Remaining Chapters
Chapter 2 - Historical Data, Review of Literature
Chapter 3 - Goals and Objectives
Chapter 4 - Methods and procedures
Chapter 5 - Evaluation
Chapter 6 - Ethical Considerations
Chapter 7 - References
Chapter 8 - Budget and Justifications
Chapter 9 - Appendices
From the Paper "A study on attachment style and excessive reassurance seeking examined the association between ERS in the relationships between couples and depression (Shaver, Schachner, & Mikulincer, 2005). Seventy-two couples were interviewed regarding the presence of ERS and attachment issues in their relationships in study one. The main goals of the second study, done on 61 couples using the same measure, were to see if the results of the first study were reproducible. Couples involved in then studies were asked to complete daily diary assessments for 14 days. In both studies, the presence of ERS was associated with demonstrated clinical depression but interestingly it was only noted secondary to relationship related anxiety. Even though the partners were aware of the presence of ERS within the relationship, it did not appear to be associated with relationship quality, suggesting it is an element outside of the actual state of the relationship. In fact, the study showed that the primary attachment style within these relationships demonstrating ERS was avoidance attachment. The second study successfully replicated the findings of the first and demonstrated that underlying processes within the relationships, most noticeably that the presence of ERS within the relationship was not necessarily resulting in relationship dissatisfaction. This lack of association between ERS and the subjective perception of relationship quality is significant in that they are in opposition to that which is suggested by Joiner, et. al. in their theoretical model surrounding ERS. Most of the people involved in the study were not clinically depressed although it should be noted that the Joiner study did not address relationship quality. "
