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Assessment
Attention Deficit Disorder (ADD - ADHD) is a condition
that can affect all ages, and can occur with and with out hyperactivity.
In adults the hyperactivity often turns into a sense of restlessness.
However, the ongoing symptoms can lead to debilitating symptoms of depression
and anxiety which when treated do not fully going away or continue to
recur because of an underlying ADD.
Therefore, it is very important for ADD to be objectively
identified and it is never too late to investigate. Many individuals
with ADD will have areas of strengths that help them compensate for their
deficits. However, this often leads to these individuals being undetected
and undiagnosed until a point where they reach their limit or their ceiling
and life starts to become extremely difficult. This can occur in late
childhood, adolescence, early adulthood or even late adulthood.
Our brain function, brain wave, and cognitive assessment
can identify the existence of an attention deficit disorder and the type
of ADD which exists (Rowe and Hermens, 2006). Identifying the sub category
of ADD can be crucial to obtaining the correct form of treatment, whether
that be via medication, psychology or neurotherapy.
Treatment
Although medication is still the first line approach for
the treatment of ADD/ADHD in both children and adults, a number of nonpharmacological
strategies now exist. When these strategies are combined medication usage
is seen to be reduced over time (Levy, 2001).
Techniques available include methods to improve self-awareness,
metacognition and self monitoring, attentional processing, diet, arousal,
internal language and the school or work environment to achieve maximum
performance potential.
Other problem areas often include language and reading
difficulties. Often treatment of the attentional deficit can lead to
improvements in reading and language abilities. However, in cases were
further assessment and treatment of language and reading problems occur,
solutions can be provided to help you or your child.
References
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Task a valuable research tool for use with children with Attention-Deficit-Hyperactivity
Disorder? Journal of Child Psychology & Psychiatry & Allied
Disciplines , 34 (7), 1217-1239.
Doyle, AE, Biederman, J, and Seidman, L (2000). Diagnostic
efficiency of neuropsychological test scores for discriminating boys with
and without attention deficit-hyperactivity disorder. Journal of Consulting & Clinical
Psychology , 68 (3), 477-488.
Frazier, TW, Demaree, HA, and Youngstrom, EA (2004). Meta-Analysis
of Intellectual and Neuropsychological Test Performance in Attention-Deficit/Hyperactivity
Disorder. Neuropsychology , 18 (3), 543-555.
Greenhill, LL, Pliszka, S, Dulcan, MK, Bernet, W, Arnold,
V, Beitchman, J, Benson, RS, Bukstein, O, Kinlan, J, McClellan, J, Rue,
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(2002). Practice parameter for the use of stimulant medications in the treatment
of children, adolescents, and adults. Journal of the American Academy
of Child & Adolescent Psychiatry , 41 (2 Suppl),
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Grodzinsky, GM and Barkley, RA (1999). Predictive power of
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Hermens, DF, Rowe, DL, Gordon, E, and Williams, LM (2006).
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Muir-Broaddus, JE, Rosenstein, LD, Medina, DE, and Soderberg,
C (2002). Neuropsychological test performance of children with ADHD relative
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Levy, F (2001). Implications for Australia of the Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder. Australian and New Zealand Journal of Psychiatry, 35(1), 45-48.
Perugini, EM, Harvey, EA, Lovejoy, DW, Sandstrom, K, and Webb,
AH (2000). The predictive power of combined neuropsychological measures
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Pineda, D, Ardila, A, and Rosselli, M (1999). Neuropsychological
and behavioral assessment of ADHD in seven- to twelve-year-old children:
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Riccio, CA, Waldrop, JJ, Reynolds, CR, and Lowe, P (2001).
Effects of stimulants on the continuous performance test (CPT): implications
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Seifert, J, Scheuerpflug, P, Zillessen, KE, Fallgatter, A,
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Sergeant, JA, Geurts, H, Huijbregts, S, Scheres,
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