Causal Factors Of Adhd Disorder Shown To Contribute

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Causal Factors of ADHD Disorder Shown to Contribute to Social Abnormality

Vanessa DahlInstructor: Mary Viventi

October 15, 2010

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OutlineI. Intro

• Description

• Limitations

• Motivation

II. Related Works

• Arguments

• Research

III. Conclusion

IV. References

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Intro

Illustration by Richard Wilkinson

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Intro

o This study shows how causal factors of ADHD disorder contribute to social abnormality to those inflicted. ADHD is the acronym for Attention Deficit Hyperactivity Disorder, which is a behavioral disorder that is known to cause conduct, organizational, and attention problems.

o Research provided in this study tests and finally reveals insight into the behaviors, symptoms, and effects of ADHD on social relationships.

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Description

Illustration: Adam Fitzcharles

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Description

o People are naturally social and require the approval of our peers and crave close relationships.

o For those with ADHD, Attention Deficit Hyperactive Disorder, it is often more difficult to make social connections and form close relationships.

o Children with ADHD have a propensity for having fewer friends and lower self esteem than those without the external problems caused by the disorder, because they are often rejected by their peers due to characteristics such as aggression, inattentiveness, and frenzied mannerisms.

o It is necessary, therefore, to further explore the social issues due to causal factors of ADHD disorder in order to discover the foundations of these problems.

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Limitations

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Limitations

o Because ADHD is a fairly new disorder, there is very little research and understanding as to its workings. Many feel that it is not a “real” disorder; this questioning of the validity of ADHD has kept it even further behind in research, diagnosis, and treatment.

o Another issue faced by those with ADHD is the lack of information as to how important it is and the best ways to tackle the behaviors that do affect their social skills. The significance of this research is in regard to the lack of information and investigation available to improve upon the belief of validity in the disorder and its effects on social skills.

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Motivation

Illustration by Ellen Khansefid

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Motivationo There is sufficient evidence to support the idea that ADHD has an effect

on a person's ability to socialize with others, usually due to the symptoms of ADHD such as poor concentration, hyperactivity, and impulse control.

o A study found that youth with ADHD can often be rejected by peers due poor social skills compared to their typically developing peers (Mikami, A., 2010) which has a convergent construct validity with another study done indicating that children with ADHD and a co-morbid externalizing disorder (with or without a concomitant internalizing co-morbidity) displayed poorer social skills than their ADHD peers without an additional externalizing disorder (Booster, G., 2009).

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Motivation Continuedo ADHD hinders a person’s abilities to prevent themselves from doing or saying

things that most people are able to control and often speak before they even have a chance to consider their words.

o Another thing that is deterred ,is their ability to concentrate which can often make them seem disinterested or distracted when others are speaking to them along with deficits in their ability to partake, collaborate, and converse with peers (Merrell, K., Boelter, E. 2001).

o Being able to listen, and to speak to others with consideration of what will be said before it comes out, are two of the main things that people are looking for in friends and relationships. This can lead to those with the disorder being isolated or lonely around their peers. As this has been an issue in many people’s lives, it seems important to have more information and heavier studies into this area.

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Motivation Continuedo One study showed that children seem to spot and reject those with

the ADHD disorder within mere hours and this negative interaction they seem to pick up on does not seem to allow for future forgiveness (Merrell, K., Boelter, E., 2001).

o Doug Campbell, an author with ADHD, stated, “In some ways, I wanted to be like the normal kids, but I just couldn't figure them out, so I contented myself with making my own life, at least by imitating the other kids: I gossiped, I played the boyfriend-girlfriend routine, I played volleyball and basketball and I did a little bit of everything, but it didn't help” (Turk, T., Campbell, D., 2002).

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Arguments

Illustration: Kelly Murphy

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Argumentso The main arguments are that diagnosis of ADHD is subjective or

that they actually just lack self control or motivation. While it may seem obvious to those with or around those with the disorder, many are not aware of how difficult it is for those with ADHD to socialize with others, whether it is peers, family, teachers, or employers.

o Another key dispute on this subject is then is how important it is for those with ADHD to develop and treat their peer and social domain before anything else. Unfortunately, it is argued that other areas affected by the impairments caused by ADHD are more important, for example, working on motivation and organization, because they feel it will improve educational and professional development.

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Arguments Continued

o Conversely, a study which found that early intervention into children’s social interactions can actually improve the child’s performance in school, has discovered a technique using self and peer assessments on the ADHD child’s behavior in order to reduce issues in the academic activities as well as increased positive social situations (Morris, R., Mather, N., 2008).

o In another study, it was found that there is a link in interpersonal complications and reduced development of confidence, coping abilities, and academic growth (Gullotta, T., Blau, G.,Ramos, J., 2008).

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Research

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Research

o Gulotta, Brau, and Ramos indicate the evidence of effective interventions for dealing with physical and mental health and behavioral issues in children (Gullotta, T, et al, 2008) which is similar to the article by Mather and Morris in how it does discuss the symptoms and treatments for those with ADHD related social problems. Their research includes both the current perspectives on childhood development and the most effective treatment and prevention plans.

o Hoza and McQuade summarize previous and current literature on the subject of the social behaviors of children with ADHD, and discuss them in terms of subtype and gender differences and treatment implications (McQuade, J.,Hoza, B.,2008). The authors felt a need to examine additional factors that may contribute to the social impairment of children with ADHD. Due to limited effectiveness of treatment options, of medication, behavioral modification, or social skills training, their focus is on likely neuropsychological insufficiencies, preconceived notions of social ability, and deficits in encoding and processing social information that may have a say in the social impairment of children with ADHD.

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Research Continuedo Grskovic and Zentall’s study identifies the hyperactive, impulsive,

social, and emotional characteristics of girls with symptoms of ADHD, which could be used to increase the referral rates of these girls and provide implications for intervention (Grskovic, J., Zentall,S., 2010).

o The study analyzes a school based sample of 262 girls both with and without ADHD using parent and self-ratings. Girls with ADHD were characterized as more verbally impulsive and hyperactive, faster in conversations and school-work, more easily bored, more often stirring up trouble, having difficulty waiting, and demonstrating greater moodiness, anger, and stubbornness than their peers.

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Conclusion

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Conclusiono Campbell and Paulauskas’ article, which describes two related studies with a

focus on the relationship of social behavior and ADHD characteristics of children and youth (Campbell, S. B., Paulauskas, S., 1979), empirically investigate the construct validity of the Home and Community Social Behavior Scales (HCSBS), a new behavior rating scale for use by parents in assessing social and antisocial behavior of children and youth.

o The studies were also done in order to examine in detail relationships between ADHD characteristics and social behavior in children. Results of these studies show a correlation in increased ADHD symptoms and increased antisocial behaviors along with a decrease in positive social behavior. The study reveals an exceptionally strong link between social behavior and ADHD, providing strong evidence in support of the validity of the HCSBS.

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Conclusion Continuedo Mather and Morris summarize school-based intervention research

relating to those dealing regularly with students displaying high-incidence learning disabilities and/or behavior disorders, meaning special educators, school psychologists, and clinical child psychologists (Morris, R., Mather, N., 2008).

o They also discuss circumstances and practices they find most effective for occurrences where evidence-based prescriptions can rightfully be made. Many schools are placing children with ADHD into special education classes and the article provides insight teaching children strategies to overcome their social problems they may face with disabilities or disorders such as ADHD.

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References

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References Merrell, K., Boelter, E. (2001). Construct validity of the home and community social behavior scales. Retrieved

September 7, 2010 from Journal of Emotional and Behavioral Disorders Vol. 9, Iss. 4; pg. 260. Turk, T., Campbell, D. (2002). What's wrong with Doug: The academic struggles of a gifted student with ADHD from

preschool to college. Retrieved September 8, 2010 from Gifted Child Today Magazine, (4), 48. McQuade, J.,Hoza, B. (2008) Peer Problems in Attention Deficit Hyperactivity Disorder: Current Status and Future

Directions. Retrieved September 9, 2010 from Development Disabilities Research Reviews 14: 320 – 324 Dumas, M. (1998). The Risk of Social Interaction Problems Among Adolescents with ADHD. Retrieved September 10,

2010 from Education and Treatment of Children Vol. 21 Issue 4, p447, 14p, 1 Chart Grskovic, J., Zentall,S. (2010). Understanding ADHD in Girls: Identification and Social Characteristics. Retrieved

September 10, 2010 from International Journal of Special Education Vol 25 No 1 Booster, G. (2009). Functional Impairments in Children with ADHD: Unique Effects of Comorbid Status and ADHD

Subtype. Retrieved September 10, 2010 from UMI Dissertation Publishing UMI 3404083 Campbell, S. B., & Paulauskas, S. L. (1979). Peer relations in hyperactive children. Journal of Child Psychology and

Psychiatry, 20, 233-246. Morris, R., Mather, N. (2008) Evidence-based Interventions for Students with Learning and Behavioral Challenges.

Retrieved September 11, 2010 from New York Taylor & Francis Routledge ebook 212052. Gullotta, T., Blau, G.,Ramos, J. (2008). Handbook of Childhood Behavioral Issues : Evidence-based Approaches to

Prevention and Treatment. Retrieved September 10, 2010 from New York, NY Taylor & Francis Routledge ebook 211790.

Mikami, A. (2010). The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder. Retrieved September 11, 2010 from Clinical Child and Family Psychology Review; 13(2); p. 181 (EJ886290)