Attention Deficit Hyperactivity Disorder (ADHD) (cont.)
In this Article
What is the history of ADHD? How is it related to ADD?
ADHD has assumed many aliases over time from hyperkinesis (the Latin
derivative for superactive) to hyperactivity in the early 1970s. In the 1980s,
DSM-III dubbed the syndrome attention deficit disorder (or ADD), which could be diagnosed with or without hyperactivity. This definition was created to underline the importance of the inattentiveness or attention deficit that is often but not always accompanied by hyperactivity. The revised edition of
DSM-III, the DSM-III-R, published in 1987, returned the emphasis back to the inclusion of hyperactivity within the diagnosis, with the official name of ADHD. With the publication of
DSM-IV, the name ADHD still stands, but there are varying types within this classification
to include symptoms of both inattention and hyperactivity-impulsivity,
signifying that there are some individuals in whom one or another pattern is
predominant (for at least the past six months). In the International
Classification of Diseases (used predominantly in other Western countries), the
term hyperkinetic disorder is used, but the criteria are the same as for ADHD/combined type.
What are the future research directions for ADHD?
1. The current criteria for the diagnosis of ADHD are taken from the Diagnostic and Statistical Manual of Mental Health Disorders,
4th ed. (DSM-IV) published in 1994. Much has been revealed about ADHD since then. The next edition (DSM-V expected May 2012) will need to reflect our broader understanding of ADHD. In addition, there is currently just one set of diagnostic criteria used for the diagnosis of ADHD for all age groups. Clearly, we must establish different diagnostic criteria for childhood, adolescent, and adult ADHD.
2. We need more data regarding the long-term effects of the methods of treatment (medication, behavioral therapy, etc.) that have now been used for several decades, as well as the long-term outcome of children with ADHD that have not been treated.
3. The development of psychotropic medications in non-ADHD areas has expanded dramatically in the past few years. We must continue to look for even safer and more effective medications for ADHD alone, and (perhaps even more importantly) for the patients with combined ADHD/comorbid conditions.
4. The societal impact of ADHD needs to be investigated. Studies in this regard include: strategies for implementing effective medication management or combination therapies in different schools and pediatric health-care systems; the nature and severity of the impact on adults with ADHD beyond the age of 20, as well as their families; and determination of the use of mental-health services related to diagnosis and care of people with ADHD.
5. Additional studies are needed to improve communication across educational and health-care settings to ensure more systematized treatment strategies.
6. Studies should be done in the areas of prevention/early intervention strategies that target known risk factors that may lead to later ADHD.
7. Further evaluation is necessary for the rapidly evolving technology of brain-imaging techniques as a possible tool in the diagnosis and subsequent management of ADHD.
- ADHD refers to a chronic disorder that initially manifests in childhood and is characterized by hyperactivity, impulsivity, and/or inattention.
- The cause of ADHD has not been fully defined and may involve brain-chemical and genetic factors.
- The diagnosis of ADHD involves many disciplines to include comprehensive medical, developmental, educational, and psychosocial evaluations.
- ADHD can cluster in families.
- Children with ADHD may require adjustments in the structure of their educational experience including tutorial assistance and the use of a resource room.
- Medications are available to treat ADHD and can improve overall function.
For more information regarding attention deficit disorder,
contact the
local school-district office or one of the following:
Bureau of Education for the Handicapped
U.S. Office of Education
Washington, DC 20202
The Association for Children With Learning Disabilities, Inc.
3739 S. Delaware Place
Tulsa, OK 74105
Council for Exceptional Children
PO Box 9382 Mid-City Station
Washington, DC 20005
U.S. Office of Civil Rights
Washington, DC 20402
For more information about ADHD, please visit C.H.A.D.D.
(Children and Adults with Attention-Deficit/Hyperactivity Disorder (http://www.chadd.org).
Portions of the above information were provided with the kind permission of
the National Institute of Mental Health
(http://www.nimh.nih.gov).
Last Editorial Review: 8/18/2009
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