subject: Emerging Analysis Suggests Children Quite Often Grow Out Of Attention Deficit Hyperactivity Disorder [print this page] Do young children outgrow Attention Deficit Disorder/ADHD? Are Attention Deficit Disorder/ADHD problems subjective, depending upon what person is looking at them? Does the classroom condition impact a child's potential to pay attention?
A new Duke University analysis shatters a standard notion that Attention Deficit Disorder/ADHD is something that stubbornly persists throughout childhood, while also looking at the possibility that classroom atmosphere has an affect on a student's ability to pay attention and pay attention. This analysis, published in March 2010, observed that many young children with substantial attentional issues one year do not have the same problems the subsequent school year.
Researchers of this study reviewed three groups of young children. The first two groups consisted of first-graders and fourth graders, all who were rated by teachers as being significantly inattentive. These students did not have an formal Attention Deficit Disorder/ADHD diagnosis. The third group of students were officially diagnosed as Attention Deficit Disorder/ADHD and were from the first, second, third and fourth grades.
The previous year's teachers rated the students as being significantly inattentive. Researchers were interested in how the current instructor rated these same children. Of all the students, about half were still thought of as significantly inattentive while the other half either fell within the normal ratings for inattention or had no problems at all with attention.
Researchers reported that new medicine treatment methods were not responsible for the greater attention. Rather, they indicated that classroom atmosphere could be responsible for a student's capacity to pay attention. A well structured classroom helps students focus better and pay better attention in the classroom. It was also suggested that instructors who reflect on the beneficial factors of their Attention Deficit Disorder/ADHD students instead of observing the disruptive factors of the subject can influence the student's attention levels.
Based on US Centers for Disease Control and Prevention records, between 3 to 7 percent of school-aged young children have problems with Attention Deficit Disorder/ADHD. The Attention Deficit Disorder/ADHD diagnosis has increased an average of three percent per year since 1997. As of 2006, there were 4.5 million young children between the ages of 5-17 years diagnosed with Attention Deficit Disorder/ADHD.
Curiously, Attention Deficit Disorder/ADHD differs considerably from state to state. Colorado has a very low frequency of Attention Deficit Disorder/ADHD at five percent of the population while Alabama's rates top 11 percent. Also, the Attention Deficit Disorder/ADHD diagnosis is much higher among non-Hispanic, primarily English-speaking, insured young children.
However, this analysis shows that Attention Deficit Disorder/ADHD issues are not seen as long-lasting and can change from year to year. Because of that, young children who take ADHD drugs should be re-evaluated on a year by year basis so that medicine shifts can be made if their Attention Deficit Disorder/ADHD issues have diminished or perhaps vanished completely.
This information might also give hope to parents of young children presently experiences problems in the classroom.
The Attention Deficit Disorder/ADHD problems the child right now faces may possibly be a passing problem. Just because a child has been diagnosed as Attention Deficit Disorder/ADHD now does not mean they will have Attention Deficit Disorder/ADHD the next year or the year after that. Not all Attention Deficit Disorder/ADHD children's problems will persist into their adult years.
by: Carole Gayle
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