Attention Deficit Disorder comes under many names and manifests itself in many different ways. The basic definition of ADD includes a difficulty in concentrating and staying on a task with or without symptoms of hyperactivity. There are many different symptoms included in this definition, all listed in DSM IV. In this paper I will not differentiate between subtypes of ADD as the predominantly inattentive type, the predominately hyperactive impulsive type and the combined type.
The difficulties caused by ADD are numerous and manifest themselves especially in the educational setting. This is not to say that there are not difficulties in other areas of the human existence as personal relations, work etc. But the educational setting is the easier place in which assessment and treatment can take place.
Nowadays the most popular intervention in cases of ADD is through the use of medications (stimulant, antidepressant, tranquilizers and anticonvelescent medicines). Sometimes educational coping strategies, biofeedback and psychotherapy are used too. At times, no treatment is given at all out of the assumption that the problem "will go away" by itself when the student will "grow out of it". Recent research suggests that ADD symptoms do not disappear with age, especially when no treatment was used: "As adults they [the formerly ADD children] often experience difficulties in interpersonal relationships leading to a high rate of divorce, difficulty in holding jobs, and decreased potential for professional advancement" (Lubar, 1985).
In spite of the many existing coping strategies it seems that there is still place for more directions in the treatment of ADD. Not taking away from the effectiveness of medicine, it could be advantageous to find another method that achieved the same goal without the side effects of chemical agents (both physical and psychological). Or in the case of educational strategies - without the enormous effort and manpower... [continues]
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