Attention Deficit Disorder: Issues and Questions

Abstract

Attention deficit disorder (ADD) is one of the most common disorders of childhood, accounting for half of all child referrals to outpatient mental health clinics.With increasing frequency, physicians and psychologists are identifying the syndrome of ADD in children (DuPaul, Barkley, & McMurray, 1991; Frick & Lahey, 1991).Terminology in this field can be disconcerting because of the variety of terms, in addition to ADD, used to refer to this condition: attention-deficit hyperactivity disorder (ADHD), attention deficit disorder with hyperactivity (ADDH), and others.Following the suggestion of Henker and Whalen (1989) that these different terms represent a family of disorders and should be used interchangeably, ADD is used in this article to refer to the entire family of disorders.We do not intend to cover every part of the complex phenomenon of ADD but, rather, to examine it from the educator's perspective.This article covers dimensions of ADD of value to educators, namely ADD and speciat education legislation, the history of ADD, associated conditions, assessment, treatment, and current issues.Although the terminology, definition, and diagnostic criteria have varied over the past 50 years that the condition has been reported in the literature, individuals with ADD are usually characterized as having difficulty staying on task, focusing attention, and completing work.In addition, they often display symptoms of age-inappropriate hyperactive behavior, are easily distracted, racing from one idea or interest to another, or produce sloppy and carelessly done work.They inipart the impression that they are not listening or have not heard what they have been told.. For parents, physicians, psychologists, educators, legislators, and for the children themselves, the issues and questions surrounding ADD are complex and controversial.Physicians and psychologists increasingly diagnose ADD in children, yet the precise nature of the disorder and its treatment remain enigmatic.Parents tend to accept with relief a physician's diagnosis of ADD for their child because it is a known diagnostic medical entity, but their relief is soon replaced by anxiety and frustration as physicians, psychologists, parents, and educators attempt to clarify the implications of the diagnosis and come up with the most reasonable and effective treatments (Frick & Lahey, 1991; Shaywitz & Shaywitz, 1991).