Running Head: ATTENTION DEFICIT HYPERACTIVY DISORDER

New Government Regulations Concerning Attention Deficit Hyperactivity Disorder

Chris Haddeland
Linfield College

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Table of Contents
Preface..3
Abstract7
Introduction..8
The Debate...8
ADHD Symptoms9
Untreated ADHD...10
The Diagnostic Process..11
Guidelines..11
Misdiagnosis..12
Treatment...14
Therapy..14
Medication.15
Stimulant Medications...16
Non-Stimulant Medications...18
Conclusion.19
References..21

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Preface
All-nighters and caffeine induced headaches were a common theme during this past
semester. Numerous tabs on my laptop filled with information about attention deficit
hyperactivity disorder were open, and there I was, wishing I had started the assignment on
Thursday instead of Sunday night. Obviously procrastination was not my friend, not with the
extensive editing and researching that I had to conduct to finish each assignment.
Playing a sport, taking 16 credits and working for The Linfield Review did not help me in
anyway in terms of time available to spend on Information Gathering homework. Baseball takes
up the majority of my free time. With three-hour practices four days a week and weekends
consumed by double-headers and extra inning ball games, an average of about 25 hours a week
was spent on baseball, and that was if we played at home. Road trips were a whole different
story. Those trips could consist of a plane flight to the southern half of the Western United
States, a nine-hour bus ride to Lewiston, Id or just a simple 45-minute bus ride to Portland, Ore.
Either way these trips were a brutal blockade in my attempt to complete my assignments. With
no Internet on the bus, I was basically helpless, left counting down the moments until I would
have to start on my delayed work. Along with baseball, I had other class work that competed
with Information Gathering over my time (Info Gathering always won). Countless reading
assignments were skipped, tests went unstudied for and quizzes came out of the blue, luckily I
managed to get through all of them without too large of a performance declination. The Linfield
Review did me no favors either, having to spend some of my limited writing abilities and time on
articles. All together I spent at a minimum of 45 hours a week were spent on other activities not
including Information Gathering or sleep. I wish I could say that this was the reason for my late
starts on assignments, but unfortunately it was my inability to get started, also known as

ATTENTION DEFICIT HYPERACTIVITY DISORDER

procrastination, that got me. I got through it by powering through my work, dedicating Sunday,
Monday and Tuesday nights solely to Information Gathering. I sacrificed my social life and more
importantly sleep. Sleep came sparingly on those nights, and was made up for later in the week,
so I could be well rested for my Saturday start in baseball.
My first experience with Information Gathering came last spring. One of my best friends,
Zach Manley, had a slightly different experience than the one I am currently having. He, like me,
was playing baseball during the class, which did him no favors. Eventually sickness, the time
commitment and workload got to Zach and he had to drop the class. He told me that taking
Information Gathering during baseball was a dumb decision. However, I believed that I had the
discipline to manage my time efficiently enough to get all my work done, and so far my
prediction has been right.
This class was extremely difficult. Not only was the work high intensity and fast paced,
but there was a significant amount of it. Luckily we started gradually, only writing five or six
pages a week. This allowed my to get my feet underneath me and see the specific areas of my
writing that I was struggling in. As the semester went on the workload increased, but so did my
writing ability. A five-page assignment would have been a breeze in mid-March, but my
professors kept pushing the class, making sure we had to put a similar effort into all of our
assignments.
I chose my topic on ADHD for a couple reasons. Although I am not a pre-med major, or
involved in any sort of science courses at Linfield, I am interested slightly in the medical field.
Both my parents work in the medical field, and I find the work they do to be interesting. A
second reason I chose this topic is because of how many friends I have that are diagnosed with
ADHD. This is a super common disorder and I wanted to understand what was going on in their

ATTENTION DEFICIT HYPERACTIVITY DISORDER

brain because of the disorder. I also was interested in the effects that stimulant medication has on
people who take it.
Over the course of the semester I learned plenty about writing, researching and myself. I
believed this is the largest stride I have ever made in my writing ability. I feel comfortable
editing any paper I write and am certain that it will be a high quality piece of work. Some things
I struggled with were APA style, subject pronoun agreement and comma use. I have constantly
worked on these things throughout the semester, and although I am not perfect, I feel much more
confortable with these writing problems. Researching was the most fun part of Information
Gathering for me. I love uncovering new information about my topic or digging into an authors
background to try and find any bias that he or she or the publisher could possibly have. I learned
a lot about myself as well. First, and foremost, I know exactly how much sleep I need to function
and surprisingly it is not that much. I also found out how dedicated I am to my education; at no
point during this semester did I seriously contemplate on just giving up or not doing an
assignment. I had one goal in this class, and that goal was to finish. Im pretty close to the end
now, and my motivation will not be detoured, not even by a regional and national championship
possibility on the horizon. The final thing I learned was how well I perform under pressure. At
multiple points during this semester I was put in difficult situations in terms of time until my
assignment was due. I rose to the occasion in every single situation and did fairly well in the
majority of them.
If I could change anything about this class it would be the final interview. It would be
helpful to have this interview due before the outline. Interviews are the most beneficial part of
the research process in my opinion. Having the final interview done would have made a large

ATTENTION DEFICIT HYPERACTIVITY DISORDER

impact in my outline and final paper. Another strategy I could have taken was just getting the
final interview done early, but unfortunately that did not occur.
I am thankful that I have gotten this far in the class. The experience will be beneficial for
my writing and researching projects here at Linfield and for my future jobs in whatever field they
may be. I am thankful that I was able to stay healthy for the whole year. If it had not been for
baseball my motivation for this class would have gone down the drain.
Over the course of the semester I made new friends and strengthened other friendships. I
would like to thank everyone in the Renshaw Crew: Carrie Skuseski, Sarah Mason, Alyssa
Townsend and Ivanna Tucker. These three worked along side me almost every weekend, editing
and polishing each others papers, in an effort to have the least amount of ink on them once they
were returned after grading. A special thanks has to go to Ivanna. Ivanna and I spent countless
nights procrastinating, thinking about doing our work, getting distracted and then eventually
doing our work together. My PIC (partner-in-crime) as I call her made sure I got all my work
done and I did the same for her. I would like to thank Brad Thompson and Susan Barnes-White
for the work they put into this class. We may hate it while we are doing the work, but looking
back on Information Gathering I have learned more about my writing in one semester than I had
in the previous six years. I would like to thank Kelsey Sutton for providing encouraging words,
helpful tips and great examples for each and every weeks assignment. I would like to thank
Zach Manley. Zach and I spent a few all-nighters together, and he provided the coffee. Hes a
great friend and was helpful in telling me that I could get my work done. I would like to thank
the entire staff of The Linfield Review, without their support I dont know if I could have
completed what I have done so far.

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract
This paper discusses attention deficit hyperactivity disorder. This is the most common
neurological disorder in the United States. In this paper information has been gathered from
numerous sources to prove that stricter regulations do not need to be put in place on the
diagnosis and treatment of ADHD. The most common medication for ADHD is stimulant
medication. Although there is concern that these medications are dangerous, evidence shows that
they are a safe and effective medication used to combat ADHD. Overdiagnosis of ADHD may be
occurring in the United States, but the impact of diagnosing someone who has the disorder
outweighs the slight risks that an individual may be incorrectly diagnosed. Increased risk of job
failure, drug abuse and criminal charges are all associated with undiagnosed and untreated
ADHD. Overall, the current guidelines do an adequate job of helping clinicians diagnose the
disorder and help doctors prescribe medication and treatment for ADHD.
Key words: stimulant, medication, diagnosis, treatment, therapy

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Introduction
Attention Deficit Hyperactivity Disorder is the most common neurological disorder in the
United States. This mental disorder affects somewhere between 5 to 8 percent of the United
States population (Bruchmller, 2012). There is a broad list of symptoms of ADHD, but these
symptoms can be broken down into three categories: inattentiveness, hyperactivity and
impulsivity (Frank, 2013). Physicians, psychologists, social workers, nurse practitioners and
other licensed therapists and counselors can diagnose ADHD (Elliot, 2006). There are multiple
treatment options for ADHD, all of which have their benefits and side effects, but the most
common and most effective treatment is a combination of behavioral therapy and stimulant
medication (Jaska, 1998).
The Debate
There has been a debate over whether ADHD is being overdiagnosed, thus
overmedicating patients. The rate of ADHD diagnoses has increased immensely. In 1990,
900,000 youths were diagnosed with the disorder; while in 2000, three to four million children
are diagnosed with the disorder (Mayes, 2009). This increased rate can be attributed to many
factors. The age range for the diagnosis of ADHD has broadened, allowing more children as
young as four to be diagnosed with the disorder (Rubin, 2011). Previously, a child had to be at
least six years old to be diagnosed with the disorder. Medicaid money spent on pharmaceuticals,
much of which is spent on stimulants (which are used to combat ADHD symptoms), increased
by $6.1 million from 1991 to 2001 (Mayes, 2009). This money allowed pharmaceutical
companies to have more advertisements, talk with more doctors and have a greater influence in
Washington, D.C. Another reason for the debate is because of the medication. Many parents
have a stigma toward children on medication. Another reason for concern is because of

ATTENTION DEFICIT HYPERACTIVITY DISORDER

addiction. Starting children with stimulant medication at a young age increases the likelihood for
addiction (Goodard, 2013). Along with the long term affects of medicating there are short-term
side effects associated with stimulant medication. These side effects include decreased appetite,
sleep problems, anxiety, irritability, mild stomach and headaches and personality change
(Turner, 2013). A final concern with stimulant medication is its correlation with heart related
problems (Dooren, 2011) and sudden and unexplained death (Vedantam, 2009). The rise in
medication and diagnosis has caused a stir in the United States. With the rapid increase, some
people dont believe ADHD is real, while some others think the disorder is overdiagnosed. These
beliefs have caused people to be skeptic of ADHD and even have made fun of the diagnosis and
treatment process (Parker, 2000). Misdiagnosis can lead to unnecessary side effects and risks.
The recent rise of ADHD diagnoses can be attributed to many factors that would suggest
misdiagnosis, but research and more knowledge about the disorder can also be attributed to the
increase of diagnosed patients.
ADHD Symptoms
ADHD has many symptoms that fall under three categories: inattentive, hyperactive and
impulsive types (Elliot, 2006). Hyperactive and impulsive symptoms are very similar and are
usually grouped together. Some symptoms for the inattentive type include the inability to pay
attention to details, make careless mistakes, difficulty keeping attention, appearing to not listen,
struggling to follow instructions, difficulty with organization, avoiding or disliking tasks that
involve sustained mental effort, easily distracted and forgetful. Symptoms for
hyperactive/impulsive type include fidgeting of the hands or feet, squirming in seat, difficulty
remaining seated, running or climbing excessively, difficulty engaging in activities quietly,
acting as if driven by a motor, excessive speech, answering questions before question is fully

ATTENTION DEFICIT HYPERACTIVITY DISORDER

10

asked, difficulty with waiting and taking turns and interrupting others. These symptoms persist
every day for ADHD patients. For adults the inattentive and hyperactive symptoms may still
apply, but one symptom that is extremely difficult to deal with is the inability to remember every
day conversations and simple activities, such as remembering where they placed the car keys
(Green, 2013).
One area where these symptoms are apparent is in a school setting (Sue Buel, 2013).
Loud outbursts from students with the disorder not only affect the student with ADHD, but also
distract the other students in the classroom. Often, teachers can try and combat the behavior by
giving the child something else to focus on, such as blocks at a young age. Another strategy for
dealing with ADHD patients is isolating the children in an effort to keep the distraction of other
students to a minimum. Students can become unfocused, thus unable to grasp the material and
answer questions.
Untreated ADHD
If the symptoms of ADHD are not treated devastating results can occur (Goodard, 2013).
Untreated symptoms can lead to unsuccessful habits in school, work and in other aspects of life.
Children who go undiagnosed with the disorder often receive poorer grades than the average
student. This is mostly because of the students inability to pay attention, stay focused and
remember the material. With poor results, low self-esteem can occur, changing the decisions a
person may make. These unsuccessful habits can continue into adulthood. Adults who
unknowingly have the disorder often have difficulty keeping jobs and are often unsuccessful at
work. Not only does ADHD play a role in school and work, the disorder affects all aspects of
life. One prime example of this is in the prison system. Drug and criminal activity often occurs

ATTENTION DEFICIT HYPERACTIVITY DISORDER

11

with those who have undiagnosed ADHD. There is a large percentage of people in jail who have
ADHD, and a large percentage of drug abusers also have the disorder.
The symptoms of ADHD can be troubling any person. Without the proper diagnosis and
treatment of the disorder, patients with ADHD struggle and are less successful than they would
have if they been aware of their medical condition. Even if some people are misdiagnosed with
ADHD, the help that is provided to the people with the disorder outweighs the effects that may
occur with misdiagnosed patients.
The Diagnostic Process
Diagnosing any mental illness is a difficult process. Each individual mind is different and
is shaped by past experiences. The mind is the least understood part of the body, and the
disorders that affect it are some of the most complex and misunderstood problems humans have.
There is a set diagnostic process for ADHD. Although this process has flaws that can cause
misdiagnosis and overdiagnosis, those who have the disorder are almost always diagnosed, thus
receiving the treatment they need to combat ADHD.
Guidelines
The guidelines for the diagnosis of ADHD are set in the fourth edition of the Diagnostic
and Statistical Manual of Mental Disorders (U.S. Department of Health and Human Services,
2012). The DSM-IV is the main book that mental clinicians refer to when dealing with any
mental disorder. The DSM-IV requires patients show symptoms of ADHD in more than one
setting for at least six months. This means that a parent, teacher or family member must be able
to provide evidence that this occurs. Along with the symptoms, the DSM-IV requires that all
other mental disorders must be ruled out. This final piece is added in an effort to make sure an
ADHD diagnosis is not hiding a different mental illness. Misdiagnosis can lead to mistreatment

ATTENTION DEFICIT HYPERACTIVITY DISORDER

12

and an unsuccessful approach to dealing with the mental disorder. The only way to correctly
diagnose a patient, according to the DSM-IV, is by following these steps. To completely adhere
to these steps, a lengthy examination and patient history must be completed. This can either
occur in one exam, or may take multiple appointments.
Even with following these steps, a correct diagnosis is not always provided. There are too
many variables that clinicians must deal with in order to make a correct diagnosis 100 percent of
the time. Some of these variables include patient history, the clinicians history dealing with
ADHD and the extent of the symptoms that are present. But, if a clinician does follow these
steps, he or she is more likely to make a correct diagnosis and be able to start treatment in an
effort to combat the mental disorder.
Misdiagnosis
Although there are set guidelines, many believe overdiagnosis occurs on a regular basis.
There are a few reasons for this occurrence, such as not following the guidelines, incorrect
judgment and conducting examinations that are not thorough enough to make the diagnosis. One
reason for overdiagnosis is because those who diagnose the disorder do not follow the guidelines
set by the DSM-IV (Bruchmller, 2012). Katrin Bruchmllers (2012) study shows that 16.7
percent of patients who showed some symptoms of ADHD, but did not have the disorder were
misdiagnosed with ADHD. Only 7 percent of patients with ADHD were diagnosed with a
different disorder, meaning that there is a 2.65 false-positive ratio. This ratio proves that the
disorder is overdiagnosed. A second reason that there may be a misdiagnosis is because the
practitioner judges a childs maturation based on the grade they are in rather than their age. This
makes children who are the youngest in their grade 60 percent more likely to be diagnosed with
the disorder (Szabo, 2010). Although this looks like the youngest children may be misdiagnosed,

ATTENTION DEFICIT HYPERACTIVITY DISORDER

13

there is also the other view, that older students are underdiagnosed because of their maturity. A
third reason for misdiagnosis is because the clinician does not do a thorough evaluation of the
patient, either they diagnose the incorrect mental disorder or diagnose the patient when there is
not disorder present (Goldman, 1998). The average doctors appointment is about 15 minutes
long. This is not an adequate amount of time to go through all of the steps in order to make an
accurate diagnosis of ADHD. An accurate diagnosis of ADHD takes a much longer time with
crucial attention to detail. An hour-long appointment or multiple appointments is a more
reasonable time to gather all the information and make the proper diagnosis.
Others see overdiagnosis occurring less often in children and more often in adults. This
misdiagnosis often comes from physicians, who have less time to conduct a thorough evaluation
(Goodard, 2013). Sally Goodard (2013) explains that Physicians do an adequate job of
diagnosing children with the disorder, but have a difficult time with adults. There are a couple of
reasons for this difficulty. One reason this occurs is because adults often have other factors that
influence their symptoms, such as alcohol abuse, drug abuse and anxiety problems. Also, as
stated above, physicians have an average appointment window of 15 minutes, so it is difficult to
gather all the information to make a correct diagnosis (Szabo, 2010). This situation does not
occur frequently though, since ADHD is most often diagnosed in children. Adults are force to
either learn to cope with their disorder or have never thought of ADHD as something they could
have. The two problems with diagnosing adults can be limited by a thorough examination. A
longer and more in-depth examination can allow the clinician to have the time to gather all the
information needed to make the proper diagnosis.
Like any other mental disorder, a correct diagnosis is not always made. Many factors are
attributed to this. Following the DSM-IV and having a thorough examination can often eliminate

ATTENTION DEFICIT HYPERACTIVITY DISORDER

14

misdiagnosis. Misdiagnoses often occur when insufficient time for an appointment is made or
other factors are not considered when making the diagnosis.
Treatment
There are multiple treatment options for ADHD including therapy and medication. The
most effective known treatment is a combination of therapy and medication. The medication
typically used to treat ADHD is stimulant medication, although there are other non-stimulant
medication options available (Hieber & Purvus, 2009). Each individual case requires a different
treatment plan. The only way to find the most effective treatment plan for an individual patient is
by evaluation and trying different combinations of therapy and different medications.
Therapy
Therapy is often the first choice clinicians go to for treatment of ADHD. Therapy can
involve anything from parent and child behavior therapy to life coaching (U.S. Department of
Health and Human Services, 2012 & Altschul, 2013). Therapy aims to combat the symptoms of
ADHD and work on coping with the different debilitating effects of the disorder.
The most common form of therapy for ADHD is behavioral therapy. Behavioral therapy
often includes going over things that set off ADHD symptoms, working on coping mechanisms
for dealing with ADHD and tools to use in an attempt to be successful while living with the
disorder (Turner, 2013).
Another form of therapy is parent/family behavioral therapy. This form does not involve
the patient, but involves those who live with the patient. This form of therapy teaches family
members, or those who live with the patient, how to deal with living with a person with ADHD.
In this therapy, family members learn how to encourage ADHD patients when making behavior

ATTENTION DEFICIT HYPERACTIVITY DISORDER

15

changes. Another thing that is worked on is responding to disruptive behavior. Therapists teach
family members how to handle the disruptive behavior (Turner, 2013).
A final example of therapy is life coaching. A life coach meets with a patient, makes a
schedule, discusses different methods for coping with the disorder and makes sure the patient
remains organized. A life coach helps patients find tools that can help them function in a school
or work setting. Students who have life coaches often come in receiving C and D grades with the
occasional A or F. With a life coach these students often function better and their success in
school increases dramatically. People with ADHD often become anxious about the work that
they have to do. One way that people try to cope with this anxiety is by doing something they
can control. Surfing the Internet is a common way for ADHD to make an effort to control what
they are doing. Unfortunately doing this does not relieve the anxiety, and leaves less time for
work to be done. A life coach develops plans to help patients get started on their work and stay
focused throughout the process (Altschul, 2013)
Therapy is a great option for those with ADHD. There are no significant side effects with
therapy, unlike medication, where there are always side effects. Unfortunately, therapy has been
found to be less effective than medication. Although therapy alone may help some patients
function at a more normal level, usually medication is necessary for ADHD patients to combat
the disorder.
Medication
There are two different types of medications that doctors typically prescribe to patients
with ADHD, stimulant medication and non-stimulant medication (Hieber & Purvus, 2009).
Stimulant medication is the most common form of medication for ADHD, although there are

ATTENTION DEFICIT HYPERACTIVITY DISORDER

16

some concerning side effects that coincide with stimulant medication use. Despite concerns,
stimulant medication has been proven to be a safe and effective option for treating ADHD.
Stimulant Medications
Stimulant medications are the most effective form of treatment for ADHD. Although
many think a stimulant would speed up the body and brain in an individual, it does the opposite,
allowing the patient to focus on the task at hand without the impulsive, hyperactive and
inattentive distractions they are usually faced with (Turner, 2013). Up to 80 percent of
individuals with ADHD respond to stimulant medication (Hieber & Purvus, 2009). This makes
stimulant medication the most successful drug type known for treating the mental disorder. A
testimony given by Joan Davis in a hearing in the House of Representatives showed that
stimulant medication helped her son transform from a student who was being considered to be
held back into a child who was being recommended to attend the gifted learning class (United
States Congress House of Representatives, 2002). Stimulant medications are the most effective
medication option for patients with ADHD. Even though they are the most effective option, there
is some hesitancy for the use of these drugs.
The hesitancy for the use of stimulant drugs originates from two principle ideas:
medicating children is wrong and the side effects of stimulant medication outweigh the benefits
they provide. These two concerns appear valid, but have been proven to be untrue. There is no
way to prove that medicating children is wrong. This is a moral issue that each parent must
address, but hopefully the data that shows the effectiveness of stimulant medication influences
their decision to medicate their children. There are many stimulant medication options, but the
most commonly prescribe stimulant medications are Adderall and Ritalin (Goodard, 2013).
Stimulant medications have many side effects. Some of these side effects are decreased appetite,

ATTENTION DEFICIT HYPERACTIVITY DISORDER

17

sleep problems, anxiety, irritability, mild stomach and headaches and personality change
(Turner, 2013). Another concern with this drug is its correlation with deaths and cardiac issues,
although studies have shown that their is no significant risk and the benefits outweigh the slight
chance that the medication is a factor in major health issues (Lasser, 2010). One study showed a
negative correlation between children on stimulant medication and sudden and unexplained
death (Vedantam, 2009). Although there was a correlation between the medication and the
sudden and unexplained death, the author could find no cause. Along with not being able to find
a cause the FDA still says that the benefits of the medication outweigh the possible risks.
Numerous other studies have shown that stimulant medication is safe for treatment of ADHD.
Two different articles show that although heart problems have been a concern with ADHD,
recent studies have shown that stimulant medications do not cause heart problems (Dooren &
Winslow, 2011 & Lasser, 2010). One problem that does exist with stimulant medication is the
illegal selling and abuse of the drug (Goodard, 2013). Stimulants are a popular drug that is often
used illegally by college students to stay more focused while studying. Doctors must be sure to
monitor their patients medication when prescribing stimulants in order to make sure they are not
abusing the drug or selling it to their peers for illegal use. Stimulant medication does have
negative side effects, but so does all medication. The patient, doctor and family members must
take these side effects into consideration before starting a stimulant medication treatment plan to
combat the mental disorder.
Although there are some risks with stimulant medication including drug abuse and side
effects, it is considered to be a safe and effective medicine to combat the symptoms of ADHD
(Moore, 2011). A combination of stimulant medication and therapy is found to be the most
effective option for helping those in need. The medication allows for patients to have a window

ATTENTION DEFICIT HYPERACTIVITY DISORDER

18

where they can get started on their work and stay focused, something that is difficult to do
normally with their symptoms (Altschul, 2013).
Non-stimulant medications
Although stimulant medications are the preferred and most often used drugs in an attempt
to combat ADHD, there are other medication options. These medications are non-stimulant
medications. They have similar effects as stimulant medication, but do not have the same side
effects or the abusive qualities as stimulants (Goodard, 2013). One medication that fits in this
category and is shown to be affective is Strattera (Hieber & Purvus, 2009). This is the only Food
and Drug Administration approved medication that is not a stimulant. This drug combats the
symptoms of ADHD effectively in most patients without the side affects that stimulant
medication can have (Goodard, 2013). One problem with Strattera is that most insurance
companies do not cover it. This makes it difficult for clinicians to prescribe the medication
because it is so costly on the family, leaving stimulants as the ultimate choice (Goodard, 2013).
A second problem with Strattera is its side effect of suicide (Hieber & Purvus, 2009). Other side
effects of Strattera are similar to stimulant medications, increased sedation, sexual disturbances
and hepatoxicity. Strattera also takes a longer time in order to start being effective. Some
stimulant medications can start taking effect within half an hour of consumption, but Stratteras
long lasting effects can take anywhere from two to four weeks to start working (Hieber &
Purvus, 2009).
Strattera is a valid option for those who see stimulant medications as an inappropriate
medication for ADHD. Although it is a valid option, it is not the most effective option for
ADHD medication. Stimulants are proven to be the most effective option for the mental illness.
Along with the effectiveness, Strattera has heightened side effects, takes longer to start affecting

ATTENTION DEFICIT HYPERACTIVITY DISORDER

19

the patient and is more expensive than stimulant medication options. These limitations make
stimulant medications the best option for ADHD medications.
Conclusion
From my research, I believe ADHD guidelines should stay how they are. Although the
guidelines should stay the same, there needs to be more emphasis should be put on certain
guidelines. Physicians need to take the time to complete a thorough evaluation of their patients.
If a 15-minute appointment is all that is available to a doctor, they should recommend the patient
come back for another appointment or see a psychiatrist or psychologist who will have the time
to conduct a thorough examination. Along with longer appointments, the medication process
should be looked at as well. Medication should be prescribed carefully and monitored closely in
an effort to stop the illegal selling and using of stimulant medications and in order to combat any
side effects that may occur. These side effects include heart problems, although they are proven
to be insignificant, are the most worrisome and deadly side effects that stimulant medications
have. The treatment options should also be looked at. Therapy should be the primary option for
ADHD treatment, not medication. There are risks with medication, and if the disorder can be
managed with therapy, then medication should not be prescribed. If therapy is unsuccessful than
medication should be prescribed. When prescribing the medication, doctors should take into
account that stimulant medication is addictive and can be abused. To address this, doctors need
to monitor the drugs closely can help a doctor detect if there is anything illegal or unordinary
occurring with the patient and their prescription.
The main reason that the ADHD guidelines should not be changed is a simple one;
ADHD is a debilitating disorder and needs to be diagnosed to those who have it. It is important
to diagnose and treat those with ADHD. This disorder can limit the success someone has in life if

ATTENTION DEFICIT HYPERACTIVITY DISORDER

20

untreated. Along with the living successfully with ADHD, other problems occur to those who are
not diagnosed. Drug abuse and criminal activity are associated with untreated ADHD. Overall
the benefits of treating those with the disorder outweigh the consequences of mistreating the few
who have been incorrectly diagnosed, meaning that ADHD guidelines should not be changed,
limiting some who may have ADHD, but would not be diagnosed.

ATTENTION DEFICIT HYPERACTIVITY DISORDER

21

References
Altschul, P. (April 9, 2013). Interview by Chris Haddeland by telephone. From notes.
Bruchmller, K. (2012). Is ADHD diagnosed in accord with diagnostic criteria? Overdiagnosis
and influence of client gender on diagnosis. Journal of Consulting and Clinical
Psychology, 80, 128-138. Retrieved from http://tinyurl.com/a2fjukr
United States. Cong. House of Representatives. Committee on Government Reform. Hearing.
Attention deficit/hyperactivity disorder-are we overmedicating our children? Retrieved
from: http://tinyurl.com/bntg556
Dooren, J. C., & Wimslow, R. (2011, December 13). Studies could ease the fears of medication
for ADHD. The Wall Street Journal. Retrieved from http://tinyurl.com/aumoxen
Elliot, G. (2006). ADHD medications, an overview. Children and Adults with Attention
Deficit/Hyperactivity Disorder. Retrieved from: http://tinyurl.com/bugjyjn
Frank, R. (May 3, 2013). Interviewed by Chris Haddeland. From notes.
Goldman, L. S., Genel, M., Bezman, R. J., & Slanetz, P. J. (1998). Diagnosis and treatment of
attention-deficit/hyperactivity disorder in children and adolescents. The Journal of the
American Medical Association, 297(14), 1100-1107. Retrieved from
http://tinyurl.com/benmd44
Goodard, S. (March 4, 2013). Interviewed by Chris Haddeland. From notes.
Green, R. (2013, April 23). Part one: I wish Id never been diagnosed [Blog]. Retrieved from:
http://tinyurl.com/cufm2q4
Hieber, R., & Purvus, T. (2009, June 15). Lets focus on ADHD. Pharmacy Times. Retrieved
from: http://tinyurl.com/au28qkf

ATTENTION DEFICIT HYPERACTIVITY DISORDER

22

Jaksa, P. (1998). Attention deficit hyperactivity disorder (ADHD/ADD) fact sheet. Attention
Deficit Disorders Association. Retrieved from: http://tinyurl.com/88e42eo
Lasser, R., Dirks, B., Adeyi, B., & Babcock, T. (September 2010). Comparative efficacy and
safety of lisdexamfetamine dimesylate and mixed amphetamine salts extended release in
adults with attention-deficit/hyperactivity disorder. Primary Psychiatry, 17(9). Retrieved
from http://tinyurl.com/bly2veb
Mayes, R., Bagwell, C., & Erkulwater, J. L. (2009). Medicating children: ADHD and pediatric
mental health. Cambridge, MA: Harvard University Press.
Moore, E. A. (2011). The amphetamine debate: The use of Adderall, Ritalin, and related drugs
for behavior modification, neuroenhancement, and anti-aging purposes. Jefferson, NC:
McFarland and Company.
Parker, T. (Writer & Director). (April 19, 2000). Timmy 2000 [51]. In T. Parker, & M. Stone
(Executive Producers), Southpark. New York, New York: Comedy Central distributor.
Rubin, B. M. (2011, October 19). Doctors increase age range for ADHD diagnosis. Chicago
Tribune. Retrieved at http://tinyurl.com/bjnmdap
Sue Buel Elementary. (April 16, 2013). Haddeland, C., observed Julie McAnallys first grade
class. From personal observation and notes.
Szabo, L. (2010, August 17). Youngest in class get ADHD label. USA Today. Retrieved from
http://tinyurl.com/amgwush
Turner, E. (2013, January 19). ADHD treatment: Addressing medication concerns. Psychology
Today. Retrieved from: http://tinyurl.com/c9dduek

ATTENTION DEFICIT HYPERACTIVITY DISORDER

23

U.S. Department of Health and Human Services. (2012). ADHD: clinical guideline for the
diagnosis, evaluation, and treatment of attention-deficit/ hyperactivity disorder in
children and adolescences. Rockville, MD: Agency for Healthcare Research and Quality.
Vedantam, S. (2009, June 16). Study shows possible link between deaths and ADHD drugs. The
Washington Post. Retrieved from EbscoHost Newspaper Source.