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AN ALTERNATIVE TREATMENT FOR ADHD

The Early Search for Alternative Treatment for ADHD

WRTG 391: Advance Research Writing

February 21, 2023

Introduction

A recent increase in ADHD diagnoses has led to dangerous medication dependencies and a culture where getting an ADHD diagnosis and taking ADHD medication is more valued than changing undesirable behaviors through exercise and alternative treatments. Adult attention-deficit/hyperactivity disorder (ADHD) is one of the prevalent neurodevelopmental disorders in children. Although it is known as adult ADHD, early childhood is when symptoms first appear and frequently persist into adulthood. There is much research literature examining the cause(s) of and risk factors for ADHD to improve management and lower the likelihood that someone will develop it, but there are still no known causes of ADHD or risk factors. Depending on which symptoms are present in a person the most, there are three ways that ADHD can manifest: Predominantly Inattentive, Hyperactive-Impulsive, and Combined. Adult ADHD symptoms might not be as apparent as those in children; however, adult ADHD treatment is like childhood ADHD treatment. Since ADHD symptoms usually last into adulthood, and there is no exact cure for the disorder, people tend to seek early diagnosis so that they can get the help they need to bear the symptoms. At the same time, professionals overly diagnose patients to prevent incorrect diagnoses and hasty treatment. As a result, the impact of ADHD on the lives of individuals with the disorder can be difficult for themselves, their families, and the surroundings in which they end up. So, getting treatment for the disorder is highly recommended and advised, but aside from making things worse, ADHD medications can have very adverse side effects. Moreover, for this very reason, various research into seeking effective alternate treatment for the disorder will be highly beneficial in relieving ADHD symptoms and cause little to no severe side effects. This paper examines the process of potential causes and risks of ADHD during early childhood, the impact it has in an academic environment, the effects caused by its medication, and some alternative treatments for the disorder.

What is Some Potential Cause(s) or Risk Factor(s) of ADHD?

The topic of ADHD has generated a lot of discussion and controversy. A growing group of people, including professionals and the general audience, have been diagnosed with ADHD. Furthermore, since the disorder starts in early childhood, there is an amass of research literature completed to find the underlying causes and risk factors of ADHD during early childhood; a case-control study aimed to evaluate the risk factors associated with ADHD. Soheilipour et al. make conclusions in their article “risk factors for attention-deficit/hyperactivity disorder: a case-control study in 5 to 12 years old children” that many different fields can cause ADHD, like other psychiatric disorders, biological and psychosocial causes, social factors, and even genetic predisposition (2014).

Also, their research suggests there is no conclusive link between maternal diseases and ADHD, pre- and post-term delivery was linked to an increased risk of ADHD (Soheilipour et al., 2014). Moreover, conditions that affect newborns, including hypoglycemia, severe hyperbilirubinemia, chronic kidney disease, chronic liver disease, and immune disorders, present the onset of ADHD as another risk factor (Soheilipour et al., 2014). Similarly, Rajendran et al., in their research, consider how pre- and post-term delivery carries the risk of ADHD (2013). They add that additional factors, such as prenatal and postnatal environments, can affect brain development and result in the ADHD phenotype in children, and can contribute to the development of ADHD (Rajendran et al., 2013). This suggests that such potential risk factors and causes for ADHD starting early make it harder to create than prevent even earlier than the diagnosis age.

Research by Doulou & Drigas (2022) revealed that potential factors causing ADHD are genetic, psychosocial, environmental, and neurobiological. However, the researcher emphasized that neurobiological and genetic factors drive the disorder. Genetic factors mean hereditary predisposition to ADHD. Doulou & Drigas (2022) study established that about fifty percent of children whose parents have ADHD are prone to developing the disorder. Thus, these children possess a high risk of the disorder. Likewise, Doulou & Drigas (2022) show that neurobiological factors cause ADHD due to brain infections or frontal lobe injuries resulting from damage. This damage to the frontal lobe of the cerebral cortex leads to cognitive challenges that contribute to impaired attention, working memory, and emotional self-regulation.

Similarly to Rajendran et al., another research by Doulou & Drigas (2022) found that environmental factors of ADHD risk are postnatal, perinatal, and prenatal. According to Doulou & Drigas (2022), kids born to pregnant smokers remain vulnerable to ADHD. About twenty-two percent of them get diagnosed with the disorder, especially children born to mothers who used to smoke cigarettes during their pregnancy excessively. Therefore, the findings by these researchers revealed that a fetus' exposure to tobacco is a significant predictor of ADHD symptoms' onset. Also, exposure of a fetus to alcohol and lead makes the newborn prone to ADHD. In addition, the research established that nutritional factors cause the disorder. Food dye and additives trigger children's central nervous system, causing the disorder; eggs, corn, milk, and sugar also lead to sensory impairments (Doulou & Drigas. 2022).

Furthermore, Doulou & Drigas (2022) identified psychosocial factors as other potential causes of ADHD. This supports the findings from Soheilipour et al. case study, which suggested that psychosocial factors and genetic predisposition contribute to ADHD (2004). According to this researcher, these factors can potentially increase the intensity of ADHD signs and symptoms. The nature of the relationship of children with the disorder with their parents, specifically their mother, displays a reciprocal impact on genetic factors. As a result, parents negatively view children because of their inability to handle kids symptoms. This handling challenge leads to problematic behavior, implying a psychopathological disorder that influences the outcome of symptoms of ADHD among children. In addition, parental behaviors such as strict control and psychological deprivation towards children with ADHD contribute to conflicts. These disputes make children develop significant problems in addition to ADHD.

What is the Impact of ADHD in an Academic Environment?

With ADHD mainly persisting from childhood to adulthood, it can stress the individual and their surroundings. However, Firmin, M. W., and Phillips, A., in their qualitative study of families and children possessing diagnoses of ADHD, suggested that due to the severity of the symptoms at an early age sometimes and the hope to limit it during adulthood for more effortless daily functioning, some parents find themselves being proactive in adapting and intervening when necessary to achieve family goals, showing that they are aware of their children's needs (2009). Likewise, Ainsworth Rachel, in her article “Attention Deficit Hyperactivity Disorder: Excuse or Epidemic?” considers that with how much work comes with dealing with ADHD, due to the strain ADHD puts on families and caretakers, parents prefer early diagnosis to receive early medication to keep symptoms manageable and perks earlier for ADHD since the disorder can be hard to deal with (2015).

Subsequently, a study conducted by Vitulano et al. analyzing the underlying causes of the association between childhood ADHD symptoms and the risk of early substance use claims that from fourth to ninth grade, substance use, such as marijuana, alcohol, and tobacco, can be influenced by the development of ADHD symptoms, which can be affected by peer rejection, school companionship attitudes, and internalizing issues (2014). Similarly, Ainsworth (2015) mentions that regarding ADHD individuals in educational contexts, heavy reliance on medication strains students, forcing them to apply for similar living arrangements for the condition even after they start university. Which indeed produces unfair learning environments due to the excessive use and reliance on accommodations (Ainsworth, 2015). Biased ADHD diagnoses, and medications for misbehavior or inattention in students, are harmful to both diagnosed and not diagnosed. At such early learning of managing ADHD symptoms, heavy reliance on medication now poses a threat of developing substance abuse disorder when they become adults. This calls for strict monitoring and alternate options to just using medicine to manage the disorder (Ainsworth, 2015; Vitulano et al.).

A study by Arnold et al. (2020) revealed that ADHD is a significant psychiatric condition with a long-term effect; it severely influences academic performance. A dominant problem in ADHD is academic difficulties. These challenges prompt the initial referral of children for clinical evaluation. Primarily, learners with ADHD record poor grades and fail most of their tests since they experience impaired memory, concentration, attention, reasoning, and thinking. As a result, their cognitive skills remain impaired by ADHD symptoms. Likewise, Arnold et al. (2020) showed that attention challenges would undermine future reading and school performance in general since inattention does not allow a sufficient understanding of reading concepts. As a result, excellent test scores and school success remain unachievable, especially when most learners have ADHD. Finally, Arnold et al. (2020) revealed that significant ADHD comorbidities include learning disorders, especially in language, reading, and math. These disorders undermine good academic results or outcomes. For instance, a learner with ADHD scores below average on all tests, unlike a healthy counterpart. This low-performance issue persists into adolescence.

Alternative Treatment Options

In a review article on non-pharmacologic management of attention-deficit/hyperactivity disorder in children and adolescents by Shrestha et al. claim that according to the 2016–2017 National Survey of Children's Health, there were 5.3 million children in the US with an ADHD diagnosis or 8.8% of the population between the ages of 3 and 17 years. 3.9 million of them are currently taking medication (2020). This is consistent with Ainsworth’s claim that more children receiving ADHD diagnoses and receiving ADHD medication from their parents and teachers rather than being disciplined through physical activity and behavioral therapies are risk factors for dangerous drug dependence. (2015). Shrestha et al. (2020) mention that unlike the original treatment procedure laid out by the American Psychology Association of psychotherapy, first followed by medication, research was done to prove vice versa. However, a multi-randomization study conducted later concluded that starting with behavioral therapy before medication proved more effective (Shrestha et al., 2020). Shrestha et al. review article suggests that alternative treatment methods such as training treatments like cognitive training, organization, behavioral management interventions, and physical activity are effective; besides medications, integrative medicine or cognitive training are also effective alternative treatments for ADHD (2020). Subsequently, Like Shrestha et al. (2020), Ainsworth pushes for alternative treatment options.

Parent Training

Anastopoulos et al. (1993) researched parent training as a critical alternative treatment for ADHD. The study explored changes in parent functioning that resulted from parental engagement in a behavioral parent training (PT) plan or initiative. The formulated PT program served school-aged kids who had ADHD. The program participants completed nine sessions of the PT program and showed posttreatment gains in child and parent functioning. Specifically, there were induced PT reductions in parenting stress and enhancements in parenting self-esteem. These outcomes followed parent-reported improvements in the severity of their children’s ADHD signs.

Physical Activity

According to Gapin et al. (2011), ADHD is among the top childhood psychiatric disorders since it affects about 3–7% of school-age children in America. This is consistent with Ainsworth’s claims that the symptoms of the disorder cause them to need accommodations in learning environments (2015). The study by these Gapin et al. revealed that ADHD behavior directly undermines children’s ability to handle and balance classroom demands due to weakened concentration and attention. However, Gapin et al. (2011) also provide evidence-based findings that physical activity is an effective alternative treatment option for managing behavioral symptoms and helps enhance cognitive performance among children with ADHD. Furthermore, these researchers showed that children with ADHD benefit behaviorally and cognitively from physical exercise. Thus, the study implies that using exercise to complement the treatment of ADHD is helpful.

Additionally, the study findings established that physical activity is an effective supplement to medication used for reducing behavioral impairments. These impairments disrupt the learning and academic progress of children. Gapin et al. (2011) noted that exercise directly fosters high cognitive performance among kids with ADHD. Also, the findings showed that physical activity is an effective treatment option for children with attention and concentration issues that take time to respond to. The evidence from the study showed that physical activity triggers changes in cerebral structure. This structure is crucial for the enhancement of cognitive performance. The changes involve cerebral vasculature maintenance and an increase in angiogenesis and neurogenesis. All these changes improve neuroplasticity, thereby influencing a child’s cognitive abilities.

Conclusions

ADHD, one of the most widely recognized childhood neurodevelopmental disorders, which some part of society refuses to acknowledge as a medical condition, is a disorder that needs more than just recognition of its symptoms for diagnosis. It also requires Multimodal interventions. Ainsworth Rachel (2015) points out the necessity of preventing misdiagnosis and reducing the rise of ADHD, stating that “parents must also embrace alternatives to the immediate prescription of ADHD stimulant medication.” The erratic ADHD diagnostic methods allow for excessive diagnoses and stimulant treatments, resulting in unfair classroom settings due to excessive disability establishments. Although many parents use some version of complementary and alternative in ADHD, studies show mixed results. It is critical not to dismiss but to consider the implications of extensive ADHD prognosis and the school system. That way, adults and children can avoid the adverse effects of medication reliance. It is pretty evident the abundance of alternative treatment options that prove to be effective besides medication. However, more research on the psyche, physiological, and other inclusive interventions for ADHD is required.

References

Ainsworth, R. (2015). Attention Deficit Hyperactivity Disorder: Excuse or Epidemic? Journal of Law & Education, 44(3), 453–462.

Anastopoulos, A. D., Shelton, T. L., DuPaul, G. J., & Guevremont, D. C. (1993). Parent training for attention-deficit hyperactivity disorder: Its impact on parent functioning. Journal of abnormal child psychology, 21(5), 581–596.

Arnold, L. E., Hodgkins, P., Kahle, J., Madhoo, M., & Kewley, G. (2020). Long-term outcomes of ADHD: academic achievement and performance. Journal of attention disorders, 24(1), 73–85. https://journals.sagepub.com/doi/pdf/10.1177/1087054714566076

Doulou, A., & Drigas, A. (2022). ADHD: Causes and alternative types of intervention. Scientific Electronic Archives, 15(2). https://sea.ufr.edu.br/SEA/article/view/1514/1569

Expert discusses alternative treatment options for ADHD in children. (2005). Brown University Child & Adolescent Psychopharmacology Update, 7(9), 1-5. https://doi.org/10.1037/e543002012-001

Firmin, M. W., & Phillips, A. (2009). A qualitative study of families and children possessing diagnoses of ADHD. Journal of Family Issues, 30(9), 1155–1174. https://doi.org/10.1177/0192513x09333709

Gapin, J. I., Labban, J. D., & Etnier, J. L. (2011). The effects of physical activity on attention deficit hyperactivity disorder symptoms: The evidence. Preventive medicine, 52, S70-S74. https://www.sciencedirect.com/science/article/abs/pii/S0091743511000508

Shrestha, M., Lautenschleger, J., & Soares, N. (2020). Non-pharmacologic management of attention-deficit/hyperactivity disorder in children and adolescents: A review. Translational Pediatrics, 9(S1), S114-S124. https://doi.org/10.21037/tp.2019.10.01

Soheilipour, F., Shiri, S., AhmadKhaniha, H. R., Abdollahi, E., & Hosseini-Baharanchi, F. S. (2014). Risk factors for attention-deficit/hyperactivity disorder: a case-control study in 5 to 12 years old children. Medicine and pharmacy reports, 93(2), 175–180. https://doi.org/10.15386/mpr-1407

Vitulano, M. L., Fite, P. J., Hopko, D. R., Lochman, J., Wells, K., & Asif, I. (2014). Evaluation of underlying mechanisms in the link between childhood ADHD symptoms and risk for early initiation of substance use. Psychology of Addictive Behaviors, 28(3), 816-827. https://doi.org/10.1037/a0037504