Institutionalized Intolerance of ADHD: Sources and Consequences

Hypatia ◽  
2010 ◽  
Vol 25 (3) ◽  
pp. 504-526 ◽  
Author(s):  
Susan C. C. Hawthorne
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Medical Treatment ◽  
Attention Deficit ◽  
Social Influences ◽  
Diagnostic Category ◽  
Adhd Group ◽  
Science And Society ◽  
Hyperactivity Disorder ◽  
Social Settings ◽  
Underlying Mechanisms

Diagnosable individuals, caregivers, and clinicians typically embrace a biological conception of attention-deficit/hyperactivity disorder (ADHD), finding that medical treatment is beneficial. Scientists study ADHD phenomenology, interventions to ease symptoms, and underlying mechanisms, often with an aim of helping diagnosed people. Yet current understanding of ADHD, jointly influenced by science and society, has an unintended downside. Scientific and social influences have embedded negative values in the ADHD concept, and have simultaneously dichotomized ADHD-diagnosable from non-diagnosable individuals. In social settings insistent on certain types of success, the negative values associated with the diagnostic category are attributed to people in the dichotomized “ADHD” group. Devaluation, institutional restrictions on “success” definitions and endpoints, and limited options for achieving success jointly constitute institutionalized intolerance of ADHD.

Mainstream and Remedial School Attention Deficit Hyperactivity Disorder Boys: More Alike than Different

2005 ◽  
Vol 35 (1) ◽  
pp. 73-88
Author(s):  
J. B. Savitz ◽  
P. Jansen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Control Group ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Executive Deficits ◽  
Mainstream School ◽  
The Difference ◽  
Neuropsychological Tasks

The literature on the neuropsychology of Attention Deficit Hyperactivity Disorder (ADHD) is plagued by inconsistent findings, which are usually attributed to a variety of extraneous variables. One of the most inadequately explored of these variables is the difference between ADHD children attending remedial and mainstream schools. This study aimed to investigate whether the performance of remedial and mainstream school ADHD boys differs on relevant neuropsychological tasks. The sample consisted of three groups of 8- to 12-year-old boys. Two of these groups consisted of children with ADHD: one from remedial schools and one from mainstream schools. The third group was made up of participants without ADHD, who attended mainstream schools. The performance of the remedial school learners on the Stroop, Lurian and cancellation tasks was investigated and compared to a mainstream school ADHD sample. The performance of the ADHD group as a whole was compared with that of a control group. No significant difference in performance was found between the two ADHD groups, except for the length of time taken to read words in the control condition of the Stroop. The control group out-performed the ADHD samples on the Stroop, Lurian and cancellation tasks. The findings suggest that mainstream and remedial ADHD boys do not differ in the severity of their executive deficits, but that boys with ADHD attending remedial schools may be more likely to have another learning disorder than their counterparts at mainstream schools.

Attention Deficit Hyperactivity Disorder, Creativity, and the Effects of Methylphenidate

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 816-819
Author(s):  
Jeanne B. Funk ◽  
John B. Chessare ◽  
Michael T. Weaver ◽  
Anita R. Exley
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Clinically Significant

Given that children with attention deficit hyperactivity disorder (ADHD) are more impulsive than peers, this study explored whether they are correspondingly more creative, and whether creativity declines when impulsivity is decreased through methylphenidate (Ritalin) therapy. A repeated-measures quasi-experimental design was used to compare the performance of 19 boys with previously diagnosed ADHD and 21 comparison boys aged 8 through 11 on two administrations of alternate forms of the Torrance Tests of Creative Thinking-Figural (nonverbal). Boys with ADHD received prescribed methylphenidate only for the first session. Overall, mean Torrance summary scores for comparison boys (mean = 115.1, SD = 16.1) were higher than for boys with ADHD (mean = 107.6, SD = 12.7). However, the difference between means was small (7%) and did not meet the 25% criterion for a clinically significant difference. No changes in performance over time (comparison group) or medication state (ADHD group) were observed. These data suggest that, when measured nonverbally, the creative thinking performance of boys with ADHD is not superior to that of peers who do not have ADHD. Regarding the effects of methylphenidate, prescribed therapy did not influence performance on this measure of creative thinking.

Availability of dopamine transporters and auditory P300 abnormalities in adults with attention-deficit hyperactivity disorder: preliminary results

CNS Spectrums ◽  
2017 ◽  
Vol 23 (4) ◽  
pp. 264-270 ◽  
Author(s):  
Ching-Lin Chu ◽  
I Hui Lee ◽  
Mei Hung Chi ◽  
Kao Chin Chen ◽  
Po See Chen ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Photon Emission ◽  
Event Related Potentials ◽  
P300 Amplitude ◽  
Emission Computed Tomography ◽  
Adhd Group ◽  
Hyperactivity Disorder ◽  
Auditory P300 ◽  
Related Potentials

ObjectivePrevious studies have indicated that there is dopamine transporter (DAT) dysregulation and P300 abnormality in adults with attention-deficit hyperactivity disorder (ADHD); however, the correlations among the three have not been fully explored.MethodsA total of 11 adults (9 males and 2 females) with ADHD and 11 age-, sex-, and education-level-matched controls were recruited. We explored differences in DAT availability using single-photon emission computed tomography and P300 wave of event-related potentials between the two groups. The correlation between DAT availability and P300 performance was also examined.ResultsDAT availability in the basal ganglia, caudate nucleus, and putamen was significantly lower in the ADHD group. Adults with ADHD had lower auditory P300 amplitudes at the Pz and Cz sites, as well as longer Fz latency than controls. DAT availability was negatively correlated to P300 latency at Pz and Fz.ConclusionsAdults with ADHD had both abnormal DAT availability and P300 amplitude, suggesting that ADHD is linked to dysfunction of the central dopaminergic system and poor cognitive processes related to response selection and execution.

scholarly journals Examination of Retinal and Choroidal Structural Changes in Children With Attention Deficit/Hyperactivity Disorder

2021 ◽  
Author(s):  
Zeynep Sena Tosun ◽  
Ayse Vural Ozec ◽  
Haydar Erdogan ◽  
Erman Bozali ◽  
Duygu Yalınbas Yeter ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Ganglion Cell ◽  
Attention Deficit ◽  
Choroidal Thickness ◽  
Ganglion Cell Layer ◽  
Cell Layer ◽  
Adhd Group ◽  
Ophthalmological Examination ◽  
Hyperactivity Disorder ◽  
Significant Difference

Abstract Objective Examination of retinal nerve, ganglion cell layer thickness and choroidal thickness in patients with Attention Deficit Hyperactivity Disorder by optical coherence tomography (OCT). Method : 30 individuals with Attention Deficit Hyperactivity Disorder and 30 healthy individuals compatible in terms of age and gender who applied to the Ophthalmology outpatient clinic for control were included in the study. The right and left eye data of the participants were used in statistical analysis. In addition to full ophthalmological examination (best corrected visual acuity, biomicroscopy, fundus examination), retinal nerve fiber layer (RNFL), ganglion cell layer (GCL) and macular choroidal thickness (MCT) were measured by OCT. RNFL, GCL and MCT measurements were compared between the groups. Conclusion There was no significant difference between the RNFL and GCL thickness values of the individuals in both groups (p > 0.05). When compared in terms of choroidal thickness, left eye su bfoveal choroidal thickness (p = 0.036, p < 0.05) and 2 mm temporal choroidal thickness were significantly higher in the ADHD group than in the control group (p = 0.034, p < 0.05). Discussion The aim of this study was to determine the clinical features of the eyes of children with ADHD. Cross-sectional studies with larger participation are needed to determine RNFL, GCL and choroidal changes.

Negative Emotion Interference During a Synonym Matching Task in Pediatric Bipolar Disorder with and without Attention Deficit Hyperactivity Disorder

2013 ◽  
Vol 19 (5) ◽  
pp. 601-612 ◽  
Author(s):  
Alessandra M. Passarotti ◽  
Jacklynn M. Fitzgerald ◽  
John A. Sweeney ◽  
Mani N. Pavuluri
Keyword(s):  
Bipolar Disorder ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Emotional Valence ◽  
Matching Task ◽  
Pediatric Bipolar Disorder ◽  
Adhd Group ◽  
Disruptive Effect ◽  
Emotional Words ◽  
Hyperactivity Disorder

AbstractThis study examined whether processing of emotional words impairs cognitive performance in acutely ill patients with pediatric bipolar disorder (PBD), with or without comorbid attention-deficit hyperactivity disorder (ADHD), relative to healthy controls (HC). Forty youths with PBD without ADHD, 20 youths with PBD and ADHD, and 29 HC (mean age = 12.97 ± 3.13) performed a Synonym Matching task, where they decided which of two probe words was the synonym of a target word. The three words presented on each trial all had the same emotional valence, which could be negative, positive, or neutral. Relative to HC both PBD groups exhibited worse accuracy for emotional words relative to neutral ones. This effect was greater with negative words and observed regardless of whether PBD patients had comorbid ADHD. In the PBD group without ADHD, manic symptoms correlated negatively with accuracy for negative words, and positively with reaction time (RT) for all word types. Our findings suggest a greater disruptive effect of emotional valence in both PBD groups relative to HC, reflecting the adverse effect of altered emotion processing on cognitive function in PBD. Future studies including an ADHD group will help clarify how ADHD symptoms may affect emotional interference independently of PBD. (JINS, 2013, 19, 1–12)

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