The Pros And Cons Of ADHD

The battle to provide accommodations to ADHD students and workers has been raging on for years. This issue is an extremely sensitive one with few individuals taking a stance in the middle and little room for compromise. Both sides of the issue have compelling reasons and studies outlining why they are ethically correct in their argument. This paper analyzes the reasoning from both sides in an attempt to gain a better, well rounded understanding of the topic and the growing number of individuals diagnosed into adulthood.

Millennial children everywhere are going to psychiatric specialists with hopes to gain academic and social exemptions due to hyperactivity. Many argue that this is unethical due to the fact that ADHD was never declared a hindering

Some specialists argue that hyperactivity is a learned behavior and can be unlearned therefore, these special allowances are simply enabling this destructive behavior. This begs the question, should these allowances and time extensions be permitted? According to a 2010 study by Allyson Harrison, PhD and Yontanan Rosenblum, the symptoms of ADHD can occur for a number of reasons and health care providers need to take caution when officiating this diagnosis. The two also state that to meet a strict criteria to be granted accommodations at the postsecondary level as well as provide evidence that these allowances are absolutely necessary.

ADHD is a commonly overdiagnosed childhood behavioral disorder with symptoms including lowered levels of focus, constant movement, and the inability to concentrate. A recent study tested two children within the same age and maturity range, only one was diagnosed with ADHD. In this study, they asked individuals to attempt to identify the child with ADHD, after watching the video, many could not distinguish a

By first assessing a child's instructional level in each subject area, interventions can be individualized to a child's specific needs. Such an approach may have the added benefit of preventing maladaptive behavior that is the result of academic frustration. Interventions and instructional modifications resulting from such an assessment include direct instruction in areas of need and activities that provide for frequent practice, repetition, and feedback (13). Providing interesting, novel tasks, and increasing the amount of time a child is spent actively engaged in motor activities related to the task (e.g., computer-based instruction) may also increase task engagement and improve the academic performance of children with ADHD