Adhd(attention deficit hyperactivity disorder)

” Attention Deficit Hyperactivity Disorder (ADHD)” Introduction Attention Deficit Hyperactivity Disorder popularly called as ADHD, is a developmental, neurobiological state characterized by the existence of strict and persistent signs of inattentiveness, hyperactivity and impetuosity (American Psychiatric Association (APA), 1994). A child displaying symptoms of ADHD portray the high level of distraction, impulsive temperament and hyperactivity behavior. This is well documented between the age of 6 months to 7 years (APA, 1994). There is a behavior difference prevalent between the ADHD and normal individual. In case of ADHD individuals, a very short span of attention is observed, they are less attentive and distract very easily. They are therefore not able to focus on their work for a given length of time instead they display hyperactivity or disruptive temperament. The child also shows propensity of doing work without thinking which may fetch danger for the child. Moreover such children get frustrated very easily and show short temperament, such children lack concentration in the class and therefore show poor academic performance. In sports they display impatience and cannot wait for their turn and never go with the rules rather they have their own ways. Such children are more prone to the injuries and accidents (ADHD). ADHD individuals display co-morbid issues as around 30-50% individuals have oppositional defiant disorder (ODD) as well as they display conduct disorder (CD) as well as 20-30% ADHD cases show signs of anxiety while 11 to 22% ADHD individuals display bipolar disorder (Biederman, 1991). Neuro-imaging of ADHD cases display diminished prefrontal cortex thereby they lack in executing prefrontal functions and therefore they have reduced operational memory (Hill, 2002). Schachar et al, (2000) defined ADHD as ” a disorder of dysregulation of thoughts and actions associated with poor inhibitory control. The incidence of ADHD is more prevalent in boys as compared to girls. It shows the sign of inheritance as it runs in family (ADHD). ADHD individuals display incapability in their reading, writing and mathematical skills. On the other hand if ADHD is associated with CD then the condition may worsen further as the issues are not confined to academics, instead they are associated with offending or disposition of criminal temperament (Daley, 2010) . According to Daley et al, (2010), there exists a correlation between academic performance as well as executive functioning. Children with ADHD along with poor EFs display poor performance in their academics in contrast to the children with ADHD and adequate executive functioning. When the results were compared with controls then poor EF does not found any co-relation with the academic accomplishments, suggesting that prevailing symptoms of ADHD and essential cognitive shortfalls and not co-morbid behavior predicaments are responsible for academic mutilation. Academic intervention suggests that academic performance does not appear to be associated to co-morbid behavior issues or the troublesome/ hyperactive symptoms. A co-ordination is required between the ADHD child, teacher, parents and the care providers. Research is being conducted across the globe and states that it is desired that the working memory enhancement is desired which require parents attention and persuasion (Daley, 2010). Medication as well as behavior interventions may act as the stimulants and bring alterations in ADHD child’s behavior (Chronis, 2005). A regular modifications in tasks is desired, encompassing home-work focused interventions, training and assessment methodologies. Psychoanalysis and psychotherapy have been proved to play an imperative role in the ADHD treatment. Parents should take a lead role in boosting ADHD child and build confidence in the child for self monitoring and behavioral modifications (Daley, 2010). I personally feel that ADHD cases must be dealt with a lot of patience and cool temperament rather than punishing them for their disparaging attitude. Parent’s affection and love plays a vital role in fulfilling the child with confidence. Discussion with a child, making the child understand the repercussions of anger and bad temperament, making the child understand what is good and what are the other better ways to express views and demands may prove to be beneficial. Conclusion ADHD is a neurological condition which is accompanied by Oppositional Defiant Disorder (ODD), this may or may not be associated with the conduct disorder (CD). ADHD cases may display obliterations in all aspects of life they may encounters mutilation in social, behavior and academic skills which hampers their cognitive development and the consequences may prevail till adulthood which affects their memory, reasoning, mathematical ability along with the cognitive abilities culminating into criminal predilection in life. Behavioral interventions along with academic interventions could support cognitive development which could be implemented by co-ordination of peer and parents and act as a motivation for the child to overcome ADHD. References American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), 4th edn, American Psychiatric Association, Washington, DC, USA. 1994. Attention Deficit Hyperactivity Disorder- ADD-ADHD. 10th Sept’ 2011. < http://www. aspeneducation. com/factsheetadhd. html>. Biederman, J. J., Shrout, P. E., Ramirez, R., Bravo, M., Algeria, M., Martinez-Taboas, A., Chavez, L., Rubio-Stipec, M., Garcia, P., Ribera, J. C., Canino, G. ” ADHD correlates, comorbidity, and impairment in community and treated samples of children and adolescents.” Journal of Abnormal Child Psychology 35. (2007): 883- 898. Chronis, A., Jones, H., Raggi, V. ” Evidence based psychosocial treatments for children and adolescents with attention deficit/ hyperactivity disorder.” Clinical Psychology Review 26. (2005): 486-502. Daley, D., Birchwood, J. ” ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?” Child Care Health Development 36. 4 (2010): 455- 464. Hill, D. A., Yeo, R. A., Campbell, R. A., Hart, B., Vigill, J., Brooks, W. ” Magnetic resonance imaging correlates of attention-deficit/ hyperactivity disorder in children.” Neuropsychology 17. (2002) : 896-506. Schachar, R., Mota, V. L., Logan, G. D., Tannock, R., Klim, P. ” Confirmation of an inhibitory control deficit in attention deficit/ hyperactivity disorder”. Journal of Abnormal Child Psychology 28. (2000) : 227-235.