BIOLOGY PROGECT

ATTENTION DEFICIT HYPERACTIVE

DISORDER
(ADHD)
2015-2016
Done by:-

A.S.Vignesh
XI A

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ACKNOWLEDGEMENT
I would like to express my special thanks
of gratitude to my teachers Mrs. Margret
and Mrs. Kumudha as well as our
principal Mrs. Ramya Ramanan who
gave me the golden opportunity to do
this wonderful project on the Attention
Deficit Hyperactive disorder, which also
helped me in doing a lot of research and
I came to know about so many new
things I am really thankful to them.
Secondly I would like to thank my
parents and friends who helped me a lot
in finalizing this project work.

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Contents
1. ACKNOWLEDGEMENT
2. CONTENTS
3. INTRODUCTION
4. SIGNS AND SYMPTOMS
5. CAUSE
6. HISTORY
7. DIAGNOSIS
8. MANAGEMENT
9. CONCLUSION
10. BIBLIOGRAPHY

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ATTENTION DEFICIT HYPERACTIVE

DISORDER

Introduction
Attention deficit hyperactivity
disorder is
a neurodevelopmental psychiatric
disorder in which there are significant
problems with executive
functions (e.g., attentional
control and inhibitory control) that
cause attention deficits, hyperactivity,
or impulsiveness which is not appropriate
for a person's age. These symptoms must
begin by age six to twelve and persist for
more than six months for a diagnosis to be
made. In school-aged individuals inattention
symptoms often result in poor school
performance. Although it causes
impairment, particularly in modern society,
many children have a good attention span
for tasks they find interesting.
Despite being the most commonly studied
and diagnosed psychiatric disorder in
children and adolescents, the cause in the
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majority of cases is unknown.

The Organization estimates that it affected
about 39 million people as of 2013. It affects
about 67% of children when diagnosed via
the DSM-IV criteria and 12% when
diagnosed via the ICD-10 criteria. Rates are
similar between countries and depend
mostly on how it is diagnosed. ADHD is
diagnosed approximately three times more
in boys than in girls. About 3050% of
people diagnosed in childhood continue to
have symptoms into adulthood and
between 25% of adults have the
condition. The condition can be difficult to
tell apart from other disorders as well as
that of high normal activity.

SIGNS AND SYMPTOMS

Be easily distracted, miss details, forget

things, and frequently switch from one activity
to another

Have difficulty maintaining focus on one task

Become bored with a task after only a few

minutes, unless doing something enjoyable
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Have difficulty focusing attention on

organizing and completing a task or learning
something new

Have trouble completing or turning in

homework assignments, often losing things
(e.g., pencils, toys, assignments) needed to
complete tasks or activities

Not seem to listen when spoken to

Daydream, become easily confused, and

move slowly

Have difficulty processing information as

quickly and accurately as others

Struggle to follow instructions

People with ADHD more often have

difficulties with social skills, such as social
interaction and forming and maintaining
friendships. This is true for all subtypes.
About half of children and adolescents with
ADHD experience social rejection by their
peers compared to 1015% of non-ADHD
children and adolescents. People with ADHD
have attention deficits which cause difficulty
processing verbal and nonverbal language
which can negatively affect social
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interaction. They also may drift off during

conversations, and miss social cues.

Cause
The cause of most cases of ADHD is
unknown; however, it is believed to involve
interactions between genetic and
environmental factors. Certain cases are
related to previous infection of or trauma to
the brain.

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HISTORY
Hyperactivity has long been part of the
human condition. Sir Alexander
Crichton describes "mental restlessness" in
his book an inquiry into the nature and
origin of mental derangement written in
1798. ADHD was first clearly described
by George Still in 1902.
The terminology used to describe the
condition has changed over time and has
included: in the DSM-I (1952) "minimal brain
dysfunction", in the DSM-II (1968)
"hyperkinetic reaction of childhood", in the
DSM-III (1980) "attention-deficit disorder
(ADD) with or without hyperactivity". In
1987 this was changed to ADHD in the DSMIII-R and the DSM-IV in 1994 split the
diagnosis into three subtypes, ADHD
inattentive type, ADHD hyperactive[8]

impulsive type and ADHD combined

type. These terms were kept in the DSM-5 in
2013. Other terms have included "minimal
brain damage" used in the 1930s.
The use of stimulants to treat ADHD was
first described in 1937. In
1934, Benzedrine became the
first amphetamine medication approved for
use in the United States. Methylphenidate
was introduced in the 1950s,
and enantiopure dextroamphetamine in the
1970s.

DIAGNOSIS
ADHD is diagnosed by an assessment of a
person's childhood behavioral and mental
development, including ruling out the
effects of drugs, medications and other
medical or psychiatric problems as
explanations for the symptoms. It often
takes into account feedback from parents
and teachers with most diagnoses begun
after a teacher raises concerns. It may be
viewed as the extreme end of one or more
continuous human traits found in all
people. Whether someone responds to
medications does not confirm or rule out the
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diagnosis. As imaging studies of the brain do

not give consistent results between
individuals, they are only used for research
purposes and not diagnosis.
In North America, the DSM-IV or DSM-5
criteria are often used for diagnosis, while
European countries usually use the ICD-10.
With the DSM-IV criteria a diagnosis of
ADHD is 34 times more likely than with the
ICD-10 criteria. It is classified
as neurodevelopmental psychiatric
disorder. Additionally, it is classified as
a disruptive behavior disorder along
with oppositional defiant disorder, conduct
disorder, and antisocial personality
disorder. A diagnosis does not imply
a neurological disorder.
Associated conditions that should be
screened for include anxiety, depression,
oppositional defiant disorder, conduct
disorder, and learning and language
disorders. Other conditions that should be
considered are other neurodevelopmental
disorders, tics, and sleep apnea.
Diagnosis of ADHD using quantitative
electroencephalography (QEEG) is an
ongoing area of investigation, although the
value of QEEG in ADHD is currently
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unclear. In the United States, the Food and

Drug Administration has approved the use of
QEEG to evaluate the morbidity of ADHD.

MANAGEMENT
The management of ADHD typically
involves counseling or medications either
alone or in combination. While treatment
may improve long-term outcomes, it does
not get rid of negative outcomes entirely.
Medications used include stimulants,
atomoxetine, alpha-2 adrenergic
receptor agonists, and sometimes
antidepressants. Dietary modifications may
also be of benefit with evidence
supporting free fatty acids and reduced
exposure to food coloring. Removing other
foods from the diet is not currently
supported by the evidence.

Trade
Name

Generic Name

Approved Age

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Adderall

amphetamine

3 and older

Adderall
XR

amphetamine (extended release)

6 and older

Concerta

methylphenidate (long acting)

6 and older

Daytrana

methylphenidate patch

6 and older

Desoxyn

methamphetamine hydrochloride

6 and older

Dexedrine

dextroamphetamine

3 and older

Dextrostat

dextroamphetamine

3 and older

Focalin

dexmethylphenidate

6 and older

Focalin XR

dexmethylphenidate (extended
release)

6 and older

Metadate
ER

methylphenidate (extended release)

6 and older

Metadate
CD

methylphenidate (extended release)

6 and older

Methylin

methylphenidate (oral solution and

chewable tablets)

6 and older

Ritalin

methylphenidate

6 and older

Ritalin SR

methylphenidate (extended release)

6 and older

Ritalin LA

methylphenidate (long acting)

6 and older

Strattera

atomoxetine

6 and older

Vyvanse

lisdexamfetamine dimesylate

6 and older

Do medications cure ADHD?

Current medications do not cure ADHD. Rather, they control the
symptoms for as long as they are taken. Medications can help a
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child pay attention and complete schoolwork. It is not clear,

however, whether medications can help children learn or
improve their academic skills. Adding behavioral therapy,
counseling, and practical support can help children with ADHD
and their families to better cope with everyday problems.
Research funded by the National Institute of Mental Health
(NIMH) has shown that medication works best when treatment
is regularly monitored by the prescribing doctor and the dose is
adjusted based on the child's needs.

CONCLUSION
Children with ADHD often receive and
expect criticism. Look for good behavior,
and praise it.
Some children with ADHD continue to have
it as adults. And many adults who have the
disorder don't know it. They may feel that it
is impossible to get organized, stick to a job,
or remember and keep appointments. Daily
tasks such as getting up in the morning,
preparing to leave the house for work,
arriving at work on time, and being
productive on the job can be especially
challenging for adults with ADHD.
These adults may have a history of failure at
school, problems at work, or difficult or
failed relationships. Many have had multiple
traffic accidents. Like teens, adults with
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ADHD may seem restless and may try to do

several things at once, most of them
unsuccessfully. They also tend to prefer
"quick fixes," rather than taking the steps
needed to achieve greater rewards.

BIBLIOGRAPHY
1.
http://www.nimh.nih.gov/health/topics/attent
ion-deficit-hyperactivity-disorderadhd/index.shtml
2.
https://en.wikipedia.org/wiki/Attention_defici
t_hyperactivity_disorder
3.
www.google.co.in/images
4.
http://www.cdc.gov/ncbddd/adhd/

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