ADHD: Theories, Research, Evaluation, and Interventions Report

This report provides a comprehensive overview of Attention-Deficit/Hyperactivity Disorder (ADHD). It begins with an introduction to ADHD, defining its core symptoms of inattention, hyperactivity, and impulsivity, and highlights its neurobehavioral developmental nature. The report then delves into various theories explaining the causes of ADHD, including the neurological disorder theory, which posits brain-based differences, and the social construct theory, which views ADHD as a product of environmental factors. The report also examines current research and policies related to ADHD treatment, including the role of community-based studies and the evaluation strategies used to diagnose the disorder. Furthermore, it explores intervention ideas applicable to school students, such as parent training programs and school-based interventions like daily report cards. The report concludes by reiterating the key aspects of ADHD, emphasizing its impact and the importance of understanding its complexities for effective management and support.

Running head: ADHD 1
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ADHD
Introduction
Attention-deficit/hyperactivity disorder (ADHD) is a problem related to the brain and
is manifested by a continuous pattern of inattentive behaviour along with impulsive
hyperactivity which is bound to interfere with brain functioning or brain development. There
are certain symptoms and traits of this particular disorder that encompass inattention,
hyperactivity, and impulsivity. The disorder is a common behavioral disorder that usually
starts during childhood and it can affect all ages. It is termed as a neurobehavioral
developmental disorder to be specific. It has also been claimed that ADHD is much of a
genetic disorder that spreads its wings within the brain and a syndrome that has relation with
commands of a specific part of the brain functions that are in conjunction with behaviours. It
has also been observed that ADHD is a common disorder that renders negative impact on
focus, self-control and other interpersonal skills that are very much essential in day-to-day
life. ADHD is caused by the differences that occur in brain anatomy and wiring, and it often
runs in families and hence, is often considered as hereditary or genetic. In the sphere of
education, ADHD plays a disruptive role often and this can be problematic for the learner
suffering from the disorder. In this respect it must be said that though schools impart myriads
of challenges for kids suffering from this particular problem of ADHD; with an empathetic
heart and immense patience to handle the extremities and also with a plan that may work
wonders, the educators and school authorities can help a child with ADHD thrive well in the
classroom.

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Body
Theory
There are several theories to interpret the real cause of ADHD. Though not all the
theories might seem appealing or impressive; every theory has its own importance and the
theories are needed to be evaluated to get a complete picture of ADHD as a disorder. The
neurological disorder theory of ADHD can be considered as an outcome of the basic
probability that whether or not ADHD is really an ailment or rather a disorder. The method
by which the evidence is explained is defined by the priorly mentioned assumption to be
specific. According to the neurological theory of ADHD, there are patterns that are observed
in the brain which are caused by attention deficit, and in this respect it has been suggested
that the images that the brain focus on could be actually monitoring a symptom, or the
method by which the brain responds to attention scarcity in multitude of patients (ADHD
Health, 2017). Lack of interest that bring about boredom and rigid intolerance have been
pointed out to be two major reasons of ADD and ADHD behaviours, and these are likely to
provide specifically the results that can be observed in brain imaging (ADHD Health, 2017).
It should also be noted that “ADHD and ADD are officially categorized as a neurological
disorder characterized by hyperactivity, forgetfulness, mood shifts, poor impulse control, and
distractibility and is always present from childhood” (ADHD Health, 2017). The neurological
theory in terms of neurological pathology considers physiological causes of ADHD.
According to this consideration, in the course of learning, it shows a chronic syndrome that is
usually caused by anomalous functioning of the brain for which there is hardly any medical
cure, but “daily maintenance dosing of stimulant drugs allows the sufferer to lead a normal
life” (ADHD Health, 2017). The neurological theory of ADHD also states that whenever an
individual suffers from ADHD, the managerial functions of the brain are debilitated. (ADHD
Health, 2017). Then we should mention about the “social construct theory of ADHD”. Quite

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interestingly, the advocates of this theory do not consider the disorder to be a disorder at all.
Those proponents also do not consider ADHD as any abnormality. In fact, according to the
advocates of the so called social construct theory of ADHD, “it can be easily explained with
the help of environmental causes or the personality type of the individual” (Khan, 2011).
Social construct theorists consider ADHD as traits existing in individuals. But it is considered
that the demarcation between usual and unusual behaviour is instinctive and not at all
intentional, and this means that ADHD is only a “construct” and not a purposeful entity at all
(Khan, 2011).
Research
Policy research on ADHD and its treatment is an ongoing phenomenon. It is
imperative for one to understand the policies affecting the treatments of ADHD patients in
order to fully appreciate the treatment regime of ADHD patients. The methods by which the
treatments are approved and reimbursement is done by health plans must also come under
research and scrutiny. The current research on the treatment policy for ADHD shows that
before coverage for the medication for ADHD is granted, the plan for improvement of health
or the program of state is required to ascertain a legitimate professional’s prescription request
(CDC, 2017). It can be quite dilemmatic to find out that “Over the past decade, the number of
children being prescribed ADHD medications has increased substantially. In response to this
trend, many state Medicaid programs have implemented prior-authorization policies for
pediatric use of ADHD medications. These policies vary from state to state, and no
comprehensive information on these policies was previously available” (CDC, 2017). But, it
must also be noted that community-based research for ADHD is still being funded and are in
the process. CDC’s National Center that works on Birth Defects and Developmental
Disabilities (NCBDDD) has been providing fund and support to a huge community-base and
also epidemiological studies of ADHD in the country and such research studies are conducted

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to enhance the knowledge about ADHD and the coexisting situations in kids suffering from
ADHD (CDC, 2017). Moreover, such community-based research also increases the scope to
make well researched decisions and recommendations about prevention of public health that
have potential which give rise to intervention strategies to treat children with ADHD (CDC,
2017). Then there has been the inception and conduct of the project to gain knowledge about
ADHD in young age (PLAY) that has been a sensex-based research project with the South
Carolina University and the University of Oklahoma Health Sciences Center (CDC, 2017).
To offer enhanced focus on the number of school-age children that have been suffering from
ADHD, the condition that takes a certain duration to develop and what other paraphernalia
and challenges might be experienced by the sufferers, the study was meant (CDC, 2017). The
study was also conducted to ascertain the mode of treatments that such sufferers may receive
(CDC, 2017). It must be noted that “Data were collected to learn more about ADHD in
diverse population groups, the quality and patterns of treatment, and the factors that affect
short- and long-term outcomes for children” (CDC, 2017).
Evaluation Strategies
Evaluating ADHD is an essential part of the treatment regime meant for treating the
disorder. It must be noted that some specific evaluation strategies have to be followed to
clearly diagnose if a child is surfing From ADHD. About nine per cent of school children in
the U.S. presents symptoms related to ADHD (Smucker & Hedayat, 2001). In this respect,
special and specific questionnaires process for evaluating the disorder have been developed
and such questionnaires can help determine whether a child meets the diagnostic criteria for
the mental and behavioral disorder (Smucker & Hedayat, 2001). It also be noted that the
recommended evaluation process has developed over time and till date it has been able to
identify and document severity and forms of ADHD symptoms in a thorough manner
(Smucker & Hedayat, 2001). Comorbid psychological conditions have also been evaluated to

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assess the child’s developmental history and early school performance. And these have been
done to apply objective measures of cognitive function (Smucker & Hedayat, 2001). One
must take into account the fact that “a stimulants methylphenidate and dextroamphet-amine
remain the pharmacological agents of first choice for the management of ADHD” (Smucker
& Hedayat, 2001). The concerned factors are parallelly efficient in terms of improving the
basic manifestations of the disorder, but it must be noted that the efficacy of each stimulant
vary from one child to another (Smucker & Hedayat, 2001).
Intervention Ideas applicable for School Students Suffering from ADHD
There are several kinds of intervention ideas, which, if put to reality, can benefit
children with ADHD to the utmost. Numerous types of training program for parents have
been observed to be valuable, and such trainings include Interaction Therapy (PCIT) between
the parent and the child. Parent Management Training (PMT), Positive Parenting Program
(Triple p), etc. (Miller, 2018). These interventions “teach parents how to use praise, or
positive reinforcement, more effectively, as well as consistent consequences when kids don’t
comply with instructions” (Miller, 2018). Moreover, school interventions can also be
thoroughly helpful in treating children with ADHD. Approaches like “daily report card” can
put emphasis on specific targets to achieve balanced behaviour in school and this can provide
feedback to kids about their range of improvement in school, and this also paves the way for
the emergence of a positive reward system that can help a lot in the process of treating
ADHD (Miller, 2018).

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Conclusion
Attention-deficit/hyperactivity disorder (ADHD) is an anomaly of the brain which is
determined by a particular pattern of inattention and/or hyperactivity-impulsivity that is
bound to interfere with brain functioning or brain development. There are certain symptoms
and traits of this particular disorder that encompass inattention, hyperactivity, and
impulsivity. The disorder is a common behavioural disorder that usually starts during
childhood and it can affect all ages. It is termed as a neurobehavioral developmental disorder
to be specific. It has also been claimed that ADHD is a undoubtedly a gene specific disorder
with brain-based syndrome that has relation with regulation of a particular set of brain
functions that are in conjunction with behaviours. There are several theories to interpret the
real cause of ADHD. Though not all the theories might seem appealing or impressive; every
theory has its own importance and the theories are needed to be evaluated to get a complete
picture of ADHD as a disorder. The neurological disorder theory of ADHD is the outcome of
the original assumption that ADHD is really a disorder. Then there is the social construct
theory of ADHD. Quite interestingly, the proponents of this theory do not consider the
disorder to be a disorder at all. Those proponents also do not consider ADHD as any
abnormality. Evaluating ADHD is an essential part of the treatment regime meant for treating
the disorder. It must be noted that some specific evaluation strategies have to be followed to
clearly diagnose if a child is surfing From ADHD. There are several kinds of intervention
ideas, which, if put to reality, can benefit children with ADHD to the utmost.

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References
ADHD Health (2017). ADHD Theories – Neurological Disorder. Retrieved January 18,
2018, from http://www.adhd-health.com/philosophy/adhd-theories-neurological-
disorder.php
CDC (2017). Attention-Deficit / Hyperactivity Disorder (ADHD): Research. Retrieved
January 18, 2018, from https://www.cdc.gov/ncbddd/adhd/research.html
Khan, R. (2011). Exploring the Relation Between Social Construct Theory and ADHD.
Retrieved January 18, 2018, from http://www.healthguideinfo.com/causes-of-add-
adhd/p81452/
Miller, C. (2018). Behavioral Treatments for Kids With ADHD. Retrieved January 18, 2018,
from https://childmind.org/article/behavioral-treatments-kids-adhd/
Smucker, W.D., & Hedayat, M. (2001). Evaluation and Treatment of ADHD. American
Family Physician. Retrieved January 18, 2018, from
https://www.aafp.org/afp/2001/0901/p817.html