Example research essay topic: Deficit Hyperactivity Disorder Attention Deficit Hyperactivity - 2,409 words

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There are at least two million children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) in the United States. All around us, ADHD causes clever children and adults to under function at school or work. ADHD needs to be taken seriously. People need to be aware of what ADHD is, what some of the characteristics and symptoms are, what some of the probable causes are, and some ways it can be treated ADHD is one of the most common childhood behaviors.

The prognosis for ADHD can be alarming if not treated. ADHD must be recognized and treated properly. If this does not happen, it will continue to severely disadvantage children and adults. The best time to diagnose and give support is early. Poorly managed ADHD can lead to serious long-term problems such as feeling dumb, low self-esteem, academic failure and more. Attention Deficit Hyperactivity Disorder have become a very highly controversial topic during the last decade.

The Diagnostic and Statistical manual of the American Psychiatric Association offers us this definition: ADHD is a disorder that can include a list of nine specific symptoms of inattention and nine symptoms of hyperactivity / impulsivity . In addition, the Concise Columbia Electronic Encyclopedia provides this interpretation: (a) chronic, neurologically based syndrome, characterized by any or all of three types of behavior: hyperactivity, destructibility, and impulsivity. Unlike similar behaviors caused by emotional problems or anxiety, ADHD does not fluctuate with emotional states. About 1 - 3 % of the school aged population has the full ADHD syndrome, without symptoms of other disorders. Another 5 - 10 % have partial ADHD syndrome with one or more other problems, such as anxiety or depression. (CHADD) Gender and age affect the way the patients display their symptoms.

Boys are more likely to have the disorder than girls. The symptoms of ADHD usually decrease with age, but those symptoms related with other similar disorders are said to increase with age. 30 - 50 % of children with ADHD may display symptoms, although often times less severe, into adulthood. ADHD may be observed in children before the age of four, but its signs are often missed until the child begins school. ADHD is often accompanied by learning difficulties, excessive physical activity, impulsive actions, inattention and social inappropriateness. Many of the children affected by ADHD exhibit a low threshold for frustration, which predisposes them to uncontrollable tantrums, and inability to concentrate in a controlled setting, such as a classroom. The behavioral symptoms associated with ADHD must last more than six months to be diagnosed as an attention disorder, although, it is not uncommon for medical doctors promote the idea of office diagnosis.

Diagnosis of ADHD syndrome in a doctors office however, presents an evaluation in a controlled environment, which are subject to error. Office diagnosis entails a child being put in a observation room, usually alone, which enable the doctor to observe their behavior. This observation does not produce accurate results due to the fact that the environment is not one of which the child frequently has problems in. Frequently the behaviors of children affected by ADHD will parallel those of a normal child, other times, the child can be uncontrollable. Most children with ADHD have problems with interacting with other children or when asked to complete a task, especially if additional distractions are present. More frequently, children suspected of having ADHD are evaluated by their intellectual, academic, social and emotional functioning.

The evaluation often includes input from the childs teacher (s), parent (s), and others adults that frequently interact with the child. There are questionnaires that will rate the child behavior that are often used by the parents and teacher of the child. Being that the behavior must last for at least six months, a log of behavior is also encouraged to be kept. According to Children and Adults with Attention Deficit/Hyperactivity Disorders, four subtypes of ADHD have been defined as follows: (ADHD -- Inattentive type is defined by an individual experiencing at least six of the following characteristics: fails to give close attention to details or makes careless mistakes difficulty sustaining attention does not appear to listen struggles to follow through on instructions difficulty with organization avoids or dislikes requiring sustained mental effort often loses things necessary for tasks easily distracted forgetful in daily activities ADHD -- Hyperactive/Impulsive type is defined by an individual experiencing six of the following characteristics: fidgets with hands or feet or squirms in seat difficulty remaining seated runs about or climbs excessively (in adults may be limited to subjective feelings of restlessness) difficulty engaging in activities quietly talks excessively blurts out answers before question have been completed difficulty waiting in turn taking situations 8. interrupts or intrudes upon others ADHD -- Combined type is defined by an individual meeting both sets of attention and hyperactive / impulsive criteria. ADHD -- Not otherwise specified is defined by an individual who demonstrates some characteristics but an insufficient number of symptoms to reach a full diagnosis.

These symptoms, however, disrupt everyday life. Although we mostly hear of children having the disorder, many adults are also affected by ADHD. Other psychiatric disorders, known as comorbidity, are also found in ADHD patients. Oppositional Defiant Disorder, Conduct Disorder, and Learning Disorders can confuse the diagnosis and treatment of ADHD.

These disorders display similar characteristics and can be negatively influenced if the patient is treated for disorders they do not have. Talking about the treatment of children with ADHD I can say that there is no single treatment that can be he answer for every child. A child may sometimes have undesirable side effects to a medication that would make that particular treatment unacceptable. And if a child with ADHD also has anxiety or depression, a treatment combining medication and behavioral therapy might be best.

Each child's needs and personal history must be carefully considered. No doubt that every family wants to find the best treatment and the most effective one for their child. And this question needs to be answered by each family in consultation with their health care professional. To help families make this important decision, the National Institute of Mental Health (NIMH) has funded many studies of treatments for ADHD and has conducted the most intensive study ever undertaken for evaluating the treatment of this disorder. This study is known as the Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (MTA). In 1999 the NIMH has conducted a clinical trial for younger children ages 3 to 5. 5 years with lasted for 14 months and dealt with the ways of treatment of ADHD in Preschool-Age Children.

This study included 579 elementary school boys and girls who had ADHD. They were randomly assigned to one of four treatment programs which included: medication management alone, behavioral treatment alone, a combination of both and routine community care. In each of the study sites, three groups were treated for the first 14 months in a specified protocol and the fourth group was referred for community treatment of the parents' choosing. All of the children were reassessed regularly throughout the study period. The task of the study was to identify the best way of treating children with ADHD. School, parents, teachers as well as medical staff, doctors, psychologist were cooperating to find the best answer.

The results of the study indicated that long-term combination treatments and the medication-management alone were superior to intensive behavioral treatment and routine community treatment. Of course it is impossible to make the same treatment for every child, but this study had proved that these ways of treatment give higher results. Concluding from this study, my strong belief is that medical treatment and medication are the best way of helping kids to deal with such problems. Stimulant medications are the most commonly prescribed medications for ADHD, and generally the first choice of physicians in treating children with ADHD. In Dr. Greens book, the author talks about the types of medications and the effects of them.

Stimulant medications have been used for children and studied for around fifty years. It is suspected that these stimulant medications increase the production of neurotransmitters in the brain to a more normalized level. This enables the child to better focus attention, and regulate his or her activity level and impulsive behaviors. Following is a list of the stimulants, their trade (or brand) names, and their generic names. "Approved age" means that the drug has been tested and found safe and effective in children of that age.

Trade Name Generic Name Approved Age Adderall amphetamine 3 and older Concert methylphenidate (long acting) 6 and older Cylert pe moline 6 and older Dexedrine dextroamphetamine 3 and older Dextrostat dextroamphetamine 3 and older Focalin dex methylphenidate 6 and older Metadate ER methylphenidate (extended release) 6 and older Metadate CD methylphenidate (extended release) 6 and older Ritalin methylphenidate 6 and older Ritalin SR methylphenidate (extended release) 6 and older Ritalin and Dexedrine are said to have similar effects. The stimulants are absorbed quickly even on a full stomach and reach a fairly constant level in the blood. The stimulants start working in about thirty minutes after consumption. The medication begins to wear off about three to five hours after consumption.

Though in theory, Dexedrine remains active a little longer than Ritalin. Cylert may be used if Ritalin or Dexedrine is not successful for a childs. Cylert, however, requires careful monitoring of the liver functioning through blood tests. The drugs stimulate the central nervous system similar to amphetamines. It activates the brain stem arousal system and the cortex.

So, Cylert should not ordinarily be considered as first-line drug therapy for ADHD. Recently the U. S. Food and Drug Administration (FDA) approved a medication for ADHD that is not a stimulant.

The medication, called Strattera, or atomoxetine, works on the neurotransmitter norepinephrine, whereas the stimulants primarily work on dopamine. Both of these neurotransmitters are believed to play a role in ADHD. But still more studies should be taken to compare and contrast this medicine to already existed ones. Some people get better results from one medication, some from another. It is important to work with the prescribing physician to find the right medication and the right dosage. For many people, the stimulants dramatically reduce their hyperactivity and impulsivity and improve their ability to focus, work, and learn.

The medications may also improve physical coordination, such as that needed in handwriting and in sports. The stimulant drugs, when used with medical supervision, are usually considered quite safe. Stimulants do not make the child feel "high, " although some children say they feel different or funny. Such changes are usually very minor. Although some parents worry that their child may become addicted to the medication, to date there is no convincing evidence that stimulant medications, when used for treatment of ADHD, cause drug abuse or dependence. A review of all long-term studies on stimulant medication and substance abuse, conducted by researchers at Massachusetts General Hospital and Harvard Medical School, found that teenagers with ADHD who remained on their medication during the teen years had a lower likelihood of substance use or abuse than did ADHD adolescents who were not taking medications The stimulant drugs come in long- and short-term forms.

The newer sustained-release stimulants can be taken before school and are long-lasting so that the child does not need to go to the school nurse every day for a pill. The doctor can discuss with the parents the child's needs and decide which preparation to use and whether the child needs to take the medicine during school hours only or in the evening and on weekends too. If the child does not show symptom improvement after taking a medication for a week, the doctor may try adjusting the dosage. If there is still no improvement, the child may be switched to another medication. About one out of ten children is not helped by a stimulant medication. Other types of medication may be used if stimulants don't work or if the ADHD occurs with another disorder.

Antidepressants and other medications can help control accompanying depression or anxiety. Sometimes the doctor may prescribe for a young child a medication that has been approved by the FDA for use in adults or older children. This use of the medication is called "off label. " Many of the newer medications that are proving helpful for child mental disorders are prescribed off label because only a few of them have been systematically studied for safety and efficacy in children. Medications that have not undergone such testing are dispensed with the statement that "safety and efficacy have not been established in pediatric patients. " However, it is proved that there are some possible side effects with stimulant medications for ADHD. But most side effects of the stimulant medications are minor and are usually related to the dosage of the medication being taken. (Higher doses produce more side effects. ) Stomachaches, headaches, irritability, and sensitivity to criticism are common side effects when beginning treatment with Ritalin.

Loss of appetite, weight loss, and difficulty falling asleep are other side effects of stimulants. Sometimes the medication is changed if these symptoms continue, but often the symptoms diminish with time. Mood swings or irritability as the medication wears off can also occur. Concluding my essay I want to say that taking into account all the above, medications for ADHD is the best way to help children with ADHD. They help many children to focus and be more successful at school, home, and play. Bibliography: American Psychiatric Association.

The Diagnostic and Statistical manual of Psychiatric Diagnoses. (4 th ed. ) Washington, 1994 Concise Columbia Electronic Encyclopedia, (3 rd. Ed), 20 Nov. 1999 Barkley, Russell. Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York: Guilford, 1998 Farley, Dixie.

Helping Children with Attention Disorder, FDA Consumer, February 1989 The MTA Cooperative Group. A 14 -month randomized clinical trial of treatment strategies for attention-deficit hyperactivity disorder (ADHD). Archives of General Psychiatry, 1999; 56: 1073 - 1086. Green, Christopher Dr. , and Dr. Kit Chee. Understanding ADHD.

New York: Ballentine, 1998 Diller, Lawrence. Running on Ritalin. New York: Bantam, 1998 Wales TC, Faraone, SV, Biederman J, Gunawardene S. Does stimulant therapy of attention-deficit / hyperactivity disorder beget later substance abuse? A meta-analytic review of the literature. Pediatrics, 2003, 111: 1: 179 - 185.

Moragne, Wendy. Attention Deficit Disorder. Connecticut: Millbrook, 1996

Research essay sample on Deficit Hyperactivity Disorder Attention Deficit Hyperactivity