It is common knowledge the increase of the diagnosis for Attention Deficit/Hyperactivity Disorder, commonly known as ADHD. Some teachers have reported that in every class they teach, the teacher have at least one child that suffers from ADHD. Unfortunately, there has been miscommunication between teachers, physicians, and parents; the number of children being diagnosis with ADHD is at a rise .
The Role of the School
The school is a main component in a child becoming diagnosis with ADHD. The student’s teacher is the first to make an implication that the child may be having difficulties focusing in class; a trained professional will then come into the classroom and examine the child’s behavior.
Example, does the child have outburst at inappropriate times, when the rest of the class is in line with the activity. There seems to be a problem with the diagnosis of children in the junior and high school level because teachers are with their students for a short period of time, is this enough time to make a diagnosis that a child may be exhibiting signs of ADHD (Sibley, Pelham, Gnagy, Washbush, Kuriyan, Babinski, Molina, Garefino, Karch 2012)? This begins the signs of the miscommunication between the child’s school, primary care taker, and physician.
After a child has been evaluated by a trained professional in ADHD, the child is then taken to their physician with a recommendation of the teacher at the child’s school. Since the lack of communication begins with the inaccuracies of the symptoms that a child may be displaying. A child may not have the same behavior at school and have a different behavior when at home with their parents. Some symptoms that are described in class may not be symptoms to the child’s primary care taker or physicians.
The Role of the Doctor
At times, some physicians will not take the consideration of the educational professional because there have been reports by teachers (Sibley, Pelham, Gnagy, Washbush, Kuriyan, Babinski, Molina, Garefino, Karch 2012). Because of this lack of communication, the only person that suffers is the child. “However, increasing support for community physicians by offering enhanced training, outreach, and telepsychiatry consultation may be effective” (Morely, P. 385, 2010). Instead of bouncing a child around from teacher to physician, there need to be a common goal, what is best for the child in their different environments?
Different Alternatives to Treatment
Not only does a child become loss in the miscommunication of the diagnosis of ADHD, the treatment is also a constant debate. The school system is quick to push medication to be used for the treatment of a child, the results of a child’s behavior to change in a timely manner is with medication (Dang, Warrington, Tung, Baker, & Pan 2007). Some say there are other ways of treating ADHD without pushing pills into children at such an early age. Some schools have implemented programs “that school nurses could use as an intervention program for students who have been diagnosed with ADHD” (Sibley, Pelham, Gnagy, Washbush, Kuriyan, Babinski, Molina, Garefino, Karch, P. 3, 2012). These programs focus on implementing skills for children with ADHD to be in smaller groups, rather than large classrooms of children. Children are able to focus on their temperament, learning style, activity levels, social influences, family dynamics, and the educational system (Sibley, Pelham, Gnagy, Washbush, Kuriyan, Babinski, Molina, Garefino, Karch, P. 3, 2012). These programs are to helping children with ADHD focus on real life situations and not have to be medicating at such a young age.
- Adhd (41staid.wordpress.com)
- Diagnose Me (cutelypoisoned.wordpress.com)
- Is ADHD really on the rise? (psychologymum.wordpress.com)
- Motherlode Blog: Blaming parents for the overuse of ADHD drugs isn’t the best way to bring about change. (parenting.blogs.nytimes.com)
- Classroom Modifications for Students with ADHD (stevensm1.wordpress.com)