Understanding Attention Deficit Hyperactivity Disorder PDF
Preview Understanding Attention Deficit Hyperactivity Disorder
Understanding Attention Deficit Hyperactivity Disorder Understanding Health and Sickness Series Miriam Bloom, Ph.D. General Editor Understanding Attention Deficit Hyperactivity Disorder L. Susan Buttross, MD, FAAP University Press of Mississippi Jackson Publication of this book was made possible in part by the Phil Hardin Foundation. www.upress.state.ms.us The University Press of Mississippi is a member of the Association of American University Presses. Illustrations by Wendy Eddleman Copyright © 2007 by L. Susan Buttross All rights reserved Manufactured in the United States of America First edition 2007 (cid:1) Library of Congress Cataloging-in-Publication Data Buttross, L. Susan. Understanding attention deficit hyperactivity disorder / L. Susan Buttross. — 1st ed. p. cm. — (Understanding health and sickness series) Includes index. ISBN-13: 978-1-57806-882-1 (cloth : alk. paper) ISBN-10: 1-57806-882-7 (cloth : alk. paper) ISBN-13: 978-1-57806-883-8 (pbk. : alk. paper) ISBN-10: 1-57806-883-5 (pbk. : alk. paper) 1. Attention-deficit hyperactivity disorder—Popular works. I. Title. RJ506.H9B88 2007 618.92(cid:2)8589—dc22 2006102840 British Library Cataloging-in-Publication Data available Contents Acknowledgments vii Introduction ix 1. What Is Attention Deficit Hyperactivity Disorder? 3 2. What Causes Attention Deficit Hyperactivity Disorder? 18 3. Making the Diagnosis 32 4. Treatment 53 5. Creating the Right Environment 79 6. Searching for a Cure 98 Appendix: Additional Resources 114 Index 123 Acknowledgments There are many who I wish to thank for their help and sup- port in the development of this book. The expert reviewers included physicians Adrian Sandler, Grayson Norquist, and Valerie Arnold. The guidance from my editor and publisher were needed by this novice and greatly appreciated. Lorie Naef, a long-time friend and dedicated social worker, gave immeasura- ble help throughout the entire process. The Child Development Clinic staff, my second family, helped me in many ways to get this project completed—taking calls, putting up with my crowded schedule, helping me find that extra time to work, and listening to ideas about this book were part of the daily routine at the office. Two particular staff members deserve a special thanks, Ruth Willis, who helped me through all of my com- puter inadequacies, and Lee Ann Swartzentruber, who was a wonderful resource for finding needed information. I have the extreme pleasure of teaching residents and students, many of whom during their month-long rotation participated in one way or another in the creation of this project. Two stand out as being especially helpful, Jonny Byrnes and Mark Lee. I also thank the thousands of children and teens with ADHD and their parents who I have seen over the years. Their unique experiences enhanced my knowledge and skills to better treat others. Finally, I must thank my wonderful family, who has always had faith in me. My children, Robin, Erin, Sarah, Tim, and Charles, all have been gifts who have allowed me to learn on the job. Their experiences no doubt have made me a better pediatrician. Last and most importantly, I must thank my best friend and husband, Robert, for his faith in me and his patience and encouragement. Introduction There is a huge amount of information available on atten- tion deficit hyperactivity disorder (ADHD) in the scientific and lay literature. Just a look on the Internet reveals every- thing from ways to diagnose the disorder in one easy checklist to the many supposed cures that are offered. Separating fact from fiction is important, but it can be difficult when dealing with the volumes of information available. The core symptoms of this condition, which is most com- monly diagnosed in children, are inattention, hyperactivity, and impulsivity. These symptoms can occur in almost anyone at one time or another in his or her life. The broadness of these symptoms makes it tempting to put anyone with inattention or hyperactivity into the same box. Even the name ADHD is confusing. Some individuals may have profound problems with inattention and concentration but appear to sit still with no hyperactive or impulsive behavior noted. Further confound- ing the issue is the fact that inattention and hyperactivity can be the result of other conditions or behaviors. The old adage, “If it looks like a duck and walks like a duck, then it must be a duck,” is not true when dealing with those who have the symptoms of ADHD. External forces such as social issues, classroom arrangement, and level of expectations can adversely affect a person’s ability to concentrate and appropriately respond to the environment. It is no wonder that controversy remains as to what ADHD is and who really has it. Up to 8 percent of elementary-age children in the United States are affected by ADHD, with similar numbers being reported in other countries. Furthermore, there is growing evidence that ADHD is not just a disorder of childhood, but
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