The Facts on ADHD, is it Really Something that We Need to Be Taking so Seriously?

Ms. Gallup's article was definitely a slap in the face for parents and teachers who tend blame all of their children's problems on ADHD. The article made somewhat of a mockery out of Attention Deficit Hyperactivity Disorder, alluding to the fact that much of ADHD can be summed up in two words "spoiled brat."

Ms. Gallup continued to point out that the fairy tale itself left children with the message, "parents either die or are evil, and you can live happily ever after as long as you neglect your chores and hope for a fairy godmother.

The article compared children who have been diagnosed with ADHD to the famous storybook princess herself, Cinderella. Apparently, most of Cinderella's problems were due to a lack of discipline, motivation, obedience, and responsibility. Could it be that children who have been identified with ADHD may fall into the same category?

First of all, I'd like to define ADHD as well as explain the causes and effects. I will also identify many of the symptoms of this disorder as well as how it is recognized.

ADHD, or Attention Deficit Hyperactivity Disorder, is a condition characterized by inattention, hyperactivity and/or impulsivity. According to several different sources, ADHD is expressed through persistent patterns of inappropriate behavior including hyperactivity and lack of attention.

What causes ADHD? The experts reveal that there are several different causes of ADHD as well as theories. Until the 1970's, experts believed ADHD was the result of brain damage or some other disease, however, recent development has shown that the problem is more likely found within the overall chemistry of the brain. Dopamine, norepinephrine, and serotonin are all necessary substances that help transmit messages within the brain. If one of these substances is missing or lacking many of the symptoms of ADHD are accounted for. (http://home.austin.rr.com/adhdonline/first%20weeks)

Also, according to www.reutershealth.com, the National Institute of Mental health reached a conclusion in 1998 which identifies ADHD as a legitimate psychological condition characterized by inattention, distractibility, impulsivity, and hyperactivity often appearing before the age of 7.

Other symptoms may include; inability to hold information in short-term memory, impaired organization and planning skills, difficulty in establishing and using these goals to guide behavior, and inability to keep emotions from becoming overpowering. So far, it seems that each item on this list is certainly not innate, nor are they symptoms that cannot be dealt with.

For example, who doesn't struggle to hold information in short-term memory? Isn't it obvious that this is a skill that can be learned and practiced? Also, what child does not have initial difficulties with goal setting? Isn't this part of growing up and taking responsibility for given tasks and responsibilities? Granted, these questions may seem biased, but they are worthy of asking when considering this "disorder."

Other items include; does not follow through and fails to finish tasks, has difficulty organizing, avoids or dislikes tasks requiring sustained mental effort (who doesn't?), often fails to give close attention to detail, makes careless mistakes, often squirms when sitting, and the list goes on.

By now it seems quite obvious that most of the symptoms of ADHD can be found in pretty much any child or adult. I would dare to say that things like "attention to detail" and "goal setting" are things that are learned through consistent practice and careful instruction, as well as rewards and incentives. Perhaps the problem is not that the kids are squirming, but that they are not being disciplined the way they need to be through rewards and punishments. The solution is most likely not extra attention or easier tasks. It starts with discipline, first in the home, then in school. Why else are so many private and stricter schools so much more successful?

I could draw out each of these points much more elaborately, but the research really speaks for itself. The symptoms of ADHD may seem severe, but they are all very normal components of an average, healthy, active child. The real questions teachers and parents should be asking are not whether or not the child has ADHD. The better questions would be "How can I motivate the child to stay on task?" "How can I help the child to set realistic and reasonable goals?" "What can I have this child do so that they are not bored and squirming during school?"

Parents especially need to be monitoring carefully how much television their child is watching. Many parents are under the extremely false notion that watching television requires their child to be focused, therefore it must somehow help them to concentrate in other things areas right?

Wrong.

Television allows your child to zone out. The child becomes fixated on the bells and whistles and flashing lights and is totally unaware of the environment around them. This won't help them in school because school requires responses, creative thinking, healthy interaction, and most of all it requires them to think, while television allows their minds to coast on auto-pilot.
While ADHD may sound like an extremely legitimate disorder, (and many psychologists and experts would agree that it is) I would strongly urge parents and teachers to try dealing with the symptoms of ADHD in other ways instead of medication, including; discipline, goal setting, and physical activity and exercise to help the children respond and learn in a more healthy way.