Understanding Attention Deficit Hyperactivity Disorder

141 Pages·2007·3.03 MB·English

by  L. Susan M.D. F.A.A.P. Buttross

Understanding Attention Deficit
Hyperactivity Disorder
Understanding Health and Sickness Series
Miriam Bloom, Ph.D.
General Editor
Understanding
Attention Deficit
Hyperactivity
Disorder
L. Susan Buttross, MD, FAAP
University Press of Mississippi
Jackson
Publication of this book was made possible in part by the
Phil Hardin Foundation.
www.upress.state.ms.us
The University Press of Mississippi is a member of the Association of
American University Presses.
Illustrations by Wendy Eddleman
Copyright © 2007 by L. Susan Buttross
All rights reserved
Manufactured in the United States of America
First edition 2007
(cid:1)
Library of Congress Cataloging-in-Publication Data
Buttross, L. Susan.
Understanding attention deficit hyperactivity disorder /
L. Susan Buttross. — 1st ed.
p. cm. — (Understanding health and sickness series)
Includes index.
ISBN-13: 978-1-57806-882-1 (cloth : alk. paper)
ISBN-10: 1-57806-882-7 (cloth : alk. paper)
ISBN-13: 978-1-57806-883-8 (pbk. : alk. paper)
ISBN-10: 1-57806-883-5 (pbk. : alk. paper) 1. Attention-deficit
hyperactivity disorder—Popular works. I. Title.
RJ506.H9B88 2007
618.92(cid:2)8589—dc22 2006102840
British Library Cataloging-in-Publication Data available
Contents
Acknowledgments vii
Introduction ix
1. What Is Attention Deficit Hyperactivity Disorder? 3
2. What Causes Attention Deficit Hyperactivity
Disorder? 18
3. Making the Diagnosis 32
4. Treatment 53
5. Creating the Right Environment 79
6. Searching for a Cure 98
Appendix: Additional Resources 114
Index 123

Acknowledgments
There are many who I wish to thank for their help and sup-
port in the development of this book. The expert reviewers
included physicians Adrian Sandler, Grayson Norquist, and
Valerie Arnold. The guidance from my editor and publisher
were needed by this novice and greatly appreciated. Lorie Naef,
a long-time friend and dedicated social worker, gave immeasura-
ble help throughout the entire process. The Child Development
Clinic staff, my second family, helped me in many ways to get
this project completed—taking calls, putting up with my
crowded schedule, helping me find that extra time to work, and
listening to ideas about this book were part of the daily routine
at the office. Two particular staff members deserve a special
thanks, Ruth Willis, who helped me through all of my com-
puter inadequacies, and Lee Ann Swartzentruber, who was a
wonderful resource for finding needed information. I have the
extreme pleasure of teaching residents and students, many of
whom during their month-long rotation participated in one way
or another in the creation of this project. Two stand out as being
especially helpful, Jonny Byrnes and Mark Lee. I also thank the
thousands of children and teens with ADHD and their parents
who I have seen over the years. Their unique experiences
enhanced my knowledge and skills to better treat others.
Finally, I must thank my wonderful family, who has always
had faith in me. My children, Robin, Erin, Sarah, Tim, and
Charles, all have been gifts who have allowed me to learn on
the job. Their experiences no doubt have made me a better
pediatrician. Last and most importantly, I must thank my best
friend and husband, Robert, for his faith in me and his
patience and encouragement.

Introduction
There is a huge amount of information available on atten-
tion deficit hyperactivity disorder (ADHD) in the scientific
and lay literature. Just a look on the Internet reveals every-
thing from ways to diagnose the disorder in one easy checklist to
the many supposed cures that are offered. Separating fact from
fiction is important, but it can be difficult when dealing with
the volumes of information available.
The core symptoms of this condition, which is most com-
monly diagnosed in children, are inattention, hyperactivity, and
impulsivity. These symptoms can occur in almost anyone at
one time or another in his or her life. The broadness of these
symptoms makes it tempting to put anyone with inattention
or hyperactivity into the same box. Even the name ADHD is
confusing. Some individuals may have profound problems
with inattention and concentration but appear to sit still with
no hyperactive or impulsive behavior noted. Further confound-
ing the issue is the fact that inattention and hyperactivity can
be the result of other conditions or behaviors. The old adage,
“If it looks like a duck and walks like a duck, then it must be
a duck,” is not true when dealing with those who have the
symptoms of ADHD. External forces such as social issues,
classroom arrangement, and level of expectations can adversely
affect a person’s ability to concentrate and appropriately
respond to the environment. It is no wonder that controversy
remains as to what ADHD is and who really has it.
Up to 8 percent of elementary-age children in the United
States are affected by ADHD, with similar numbers being
reported in other countries. Furthermore, there is growing
evidence that ADHD is not just a disorder of childhood, but