The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay

Attention Deficit Disorder (ADD) can be a disabling learning disorder. For young children it can make school frustrating and incomprehensible and for the teachers and parents who attempt to help children with ADD, it can provide a huge obstacle. Attention Deficit Disorder is very much what it name suggests–a disability in which the ability to concentrate is jeopardised, causing learning and performing attention intensive activities difficult and at times, impossible. To help children who suffer from ADD, psychologists have suggested attention-increasing activities that attempt to help children with ADD by improving their attention spans through repetition and conditioning. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay. These types of activities may offer some help however for severe ADD sufferers, they can only aggravate the condition and make the condition more frustrating. Because ADD is a disorder which comes chemical imbalances, doctors have utilized Ritalin, Methylphenidate, as a mild amphetamine drug to help especially children with ADD in school. Although Ritalin does provide relief for children and adults with ADD, it can also have damaging side-effects and the use of the drug for the treatment of ADD has come into close inspection in the last few years.

ORDER A PLAGIARISM-FREE PAPER NOW

Methylphenidate is a prescription stimulant commonly used to treat Attention-deficit hy-peractivity disorder, or ADHD. Its brand name, Ritalin, works in the same ways that caffeine does–it increases heart rate, increases metabolism, heightens concentration–but in an exponen-tially more potent manner. Methylphenidate is a central nervous system (CNS) stimu-lant,[10][11][12] reducing impulsive behavior, and facilitating concentration on work and other tasks. Adults who have ADHD often report that methylphenidate increases their ability to focus on tasks and organize their lives. In children who are prescribed with the drug to help with their ADD, the drug is shown to provide relief and it does indeed aid in concentration. Children dis-play signs of increased attention, less irritability and higher information retention. However Rita-lin has a slight “feel-good” side-effect that makes it not addictive, but habit-forming. After long-term use of Ritalin, users find themselves dependent on the drug, using it even when not neces-sary or after their ADD has been controlled. This dependency has come into criticism and many opponents of Ritalin point to Ritalin as a pharmaceutical gateway drug, leading to stronger dos-ages in later life or illegal drug experimentation. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

Ritalin also causes substantial physiological side-effects. Reported methylphenidate abuse side effects include psychosis (abnormal thinking or hallucinations), difficulty sleeping, mood swings, mood changes, stomach aches, diarrhea, headaches, lack of hunger (leading to weight loss) and dry mouth. These also include shaking or tremors, irritability, insomnia, tachy-cardia, high blood pressure and increased metabolism. Moodiness is also a noted side-effect and in children side-effects such as these can also cause problems in school for teachers. Children often do not recognize these symptoms in themselves, further aggravating the side-effects that can not be controlled. So although attention performance may be benefited, in other areas of life the use of Ritalin could be detrimental.
Ritalin is a drug that has come into increased questioning in recent years due to speculation that its side-effects far outweigh the benefits it offers. Especially in children, the prescribing of Ritalin is highly habit-forming and can cause problems for the child socially and be damaging when used long-term. Before being prescribed, doctors and parents should study how severe the ADD is, balancing the benefits with the plethora of possible side-effects.

Bibliography

Bauer, Angela Marie, and Stephen B. Mccarney. The Parent’s Guide to Attention Deficit Disorders: Intervention Strategies for the Home. Columbia: Hawthorne Educational Services, 1995.
Brown, Thomas. Attention Deficit Disorder: The Unfocused Mind in Children and Adults (Yale University Press Health & Wellness). New Haven: Yale University Press, 2001.
Diller, Lawrence H.. Running on Ritalin: A Physician Reflects on Children, Society, and Performance in a Pill. United States and Canada: Bantam, 1999.  The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.
Emery, Kevin Ross. Managing the Gift : Alternative Approaches for Attention Deficit Disorder. Nashville: Lightlines Publishing, 2000.
Stein, David B.. Ritalin Is Not The Answer: A Drug-Free, Practical Program for Children Diagnosed with ADD or ADHD. San Francisco: Jossey-Bass, 1999.

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) is a developmental disorder characterized primarily by difficulty controlling behavior and paying attention. According to the National Institute of Mental Health (NIMH), ADD and ADHD are characterized by the key behaviors of “inattention, hyperactivity, and impulsivity” (“Attention Deficit Hyperactivity Disorder”, n.d., para. 4). Methylphenidate, more commonly known by its brand name, Ritalin, has emerged as the primary treatment option for ADD/ADHD through its suppression of these key behaviors. Multiple studies corroborate this theory that Ritalin is in fact the best option for children diagnosed with either ADD or ADHD. However, there is evidence to suggest that even with such a well-researched pharmaceutical option at doctors’ disposal, ADD/ADHD is underdiagnosed and therefore under-prescribed worldwide amongst not only children, but adolescents and adults as well. Not only is Ritalin useful in treating the key behaviors of ADD/ADHD, it is the best option available for a disorder widely underdiagnosed among the general population.

ADD/ADHD’s key behaviors of inattention, hyperactivity, and impulsivity are represented by symptoms that manifest themselves most prominently in the classroom. Symptoms of inattention include difficulty listening, daydreaming, careless mistakes, difficulty staying focused, and disregard for detail (DeRuvo, 2009, p. 20). Symptoms of hyperactivity comprise of fidgeting, nonstop talking, and difficulty completing tasks or activities quietly (“Attention Deficit Hyperactivity Disorder”, n.d., para. 5). The key behavior of impulsivity is represented by a lack of regard for directions, taking shortcuts, and working carelessly (DeRuvo, 2009, p. 20). Together, all of these symptoms make it much more difficult for a teacher to keep control of a classroom if they are present during childhood as they impair a child’s ability to perform in an educational setting. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay. This may result in subpar academic performance and also cause the student to serve as a distraction to his classmates. Left unchecked and untreated by a daily dosage of Ritalin, ADD/ADHD has potential to both complicate life at home and in the workplace in the future.

Ritalin has achieved such a high level of popularity among medical professionals due to its high level of effectiveness in treating those diagnosed with ADD/ADHD. One study conducted by psychologists William Pelham, Betsy Hoza, Elizabeth Gnagy, Heidi Kipp, Andrew Greiner, Daniel Waschbusch, and Sarah Trane (2002), testing the effects of Ritalin and its benefits in regard to behavior, academic performance, and attributions in a classroom setting found that Ritalin improved the percentage of 136 students following activity rules (80.7% vs. 69.4% placebo), reduced the percentage of students accused of noncompliance (1.0% vs. 3.1% placebo), interruption (2.9% vs. 8.6% placebo), complaining (1.5% vs. 4.9% placebo), and misconduct (0.3% vs. 1.4% placebo). The percentage of students reprimanded via negative verbalizations dropped from 14.3% when treated with a placebo to 2.9% when treated with Ritalin (Pelham et al., 2002). The percentage of students following classroom rules rose from 75.2% when treated with a placebo to a staggering 95.2% (Pelham et al., 2002). In addition to this, both the percentage of seatwork completion and accuracy rose from 67.5% when treated with a placebo to 84.8% when treated with Ritalin and 87.0% when treated with a placebo to 92.0% when treated with Ritalin, respectively (Pelham et al., 2002). This study consisted of a placebo-based design where after a 2 week medication-free time period, each child received either a placebo or 0.3mg Ritalin/kg of body weight dosage four days a week for six weeks. The students were told whether they received a real pill or a placebo at random, with four possible drug expectancy conditions of “received placebo, told real pill”, “received Ritalin, told fake pill”, “received Ritalin, told real pill”, and “received placebo, told fake pill”. Through this experiment, William Pelham and his associates found that Ritalin was the catalyst for improvement in almost every measurable category related to ADD/ADHD in the classroom.

In addition to behavioral improvements, Ritalin has been proven to increase mathematical performance in children. This study, conducted in 2013 by Natalie Grizenko, Emmy Cai, Claude Jolicoeur, Mariam Ter-Stepanian, and Ridha Joober tested the effects of Ritalin on 198 school aged children between the ages of six and twelve years old.The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.  Tests showed that children with ADD/ADHD displayed improvement in their mathematical performance when treated with methylphenidate/Ritalin compared to when the children were treated with a placebo. When treated with Ritalin, children not only answered 16.5 more mathematical problems than with a placebo, but answered 15.6 more problems correctly as well (see Appendix for a table showing the full results of this study) (Grizenko et al., 2013). Children were also tested on the Restricted Academic Situation Scale (RASS), which is an observational tool used to assess motor activity and orientation to assigned tasks in children. This test consists of an evaluator sitting in an observation room and marking off any inappropriate behavior such as fidgeting, playing with objects, and speaking out of turn (Grizenko et al., 2013). Children diagnosed with ADD/ADHD received either one week of 0.5mg Ritalin/kg body weight in a twice-daily dose followed by a week of placebo treatment or vice versa. These capsules were prepared in identical capsules and the children were not notified of what pill they were receiving. Students then were evaluated using the RASS before their morning dosage and reevaluated one hour after it while being asked to complete math problems during both of these examinations. Natalie Grizenko notes in her study that she found a strong correlation between higher RASS scores and math improvement on methylphenidate/Ritalin and that patients are more likely to improve their mathematics scores if there is a great improvement on the total RASS score. According to the study, these findings are of considerable importance because the RASS is a short, concise 15-minute observational exam that is strongly correlated with mathematical improvement (Grizenko et al., 2013). This indicates to psychologists that behavioral improvement during the RASS is likely to anticipate noteworthy mathematical development in children diagnosed with ADD/ADHD. Not only does Ritalin significantly suppress the behavioral symptoms of ADD/ADHD in children, it improves their academic performance in the classroom as well. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

With Ritalin looking to treat hyperactivity in children, you would assume that one of its side effects would include sedation. However, Ritalin has also been proven to improve reaction time in children, in addition to its other benefits. In a study conducted by J.J. van der Meere, R.S. Shalev, N. Borger, and J.R. Wiersema (2009), children diagnosed with ADHD were introduced to Ritalin over a two week schedule. After four weeks on Ritalin, children were given a reaction test twice, once after the administration of Ritalin and once after the administration of a placebo. The children were placed in front of a screen and required to press either “Go” or “No-Go” in response to a stimulus as quickly as possible. After a practice period, the children’s results were recorded. The results indicated that children responded faster and more accurately on a long interstimulus interval (ISI) of eight seconds (540ms response time/35% inaccuracy) than when administered a placebo (680ms response time/45% inaccuracy) (van der Meere et al., 2009). Children also responded faster on an ISI of four seconds as well (460ms) compared to their response time when administered a placebo (500ms) (van der Meere et al., 2009).

Not only is Ritalin extremely effective in treating the symptoms of ADD/ADHD, it is the best option available for treatment. Jaswinder K. Ghuman is quoted in the Brown University Child & Adolescent Behavior Letter (2009) as stating that after an “exhaustive review of four decades’ worth of research (1967-2007)”, Ritalin is more effective than any other medication, professional psychological intervention, social intervention, or alternative remedy in treating young children. Among 20 out of 24 published studies on the use of medication in treating ADHD, they all found that Ritalin was the only form of treatment deemed “Level A” evidence. Level A evidence implies that a form of treatment has denoted a significant difference on an ADHD outcome variable in at least two randomized controlled trials or in two designed experiments comparing the evidence to alternatives or a placebo (“Pharmacological and behavioral treatments for ADHD in preschoolers”, 2009). Two psychological/social interventions and one alternative treatment were rated as “Level B” evidence, implying that the treatments trigger a noticeable difference on an ADHD outcome variable in preschoolers in either one randomized controlled trial, two or more of these trials with mixed results, or one series of designed experiments comparing the evidence to alternatives or a placebo. These three “Level B” alternative treatments were parent behavior training, child training, and an additive-free elimination diet (“Pharmacological and behavioral treatments for ADHD in preschoolers”, 2009). Ritalin being designed “Level A” evidence in the treatment of ADD/ADHD signifies that alternative remedies are best used in conjunction with Ritalin as a treatment for the disorder and not as direct alternatives for Ritalin.

In addition to Ritalin being the best option for the treatment of ADD/ADHD in children, it is also the best form of treatment for the disorder in adults (Peterson & McDonagh, 2008).The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.  In a comparison of twenty-two placebo-controlled trials, the benefit of immediate release methylphenidate was also found to be 3.26 times greater than for those taking longer-acting stimulants, and 2.24 times larger than for patients taking long-acting forms of bupropion (Peterson & McDonagh, 2008). Immediate release methylphenidate was found to be the only drug able to reduce ADD/ADHD symptoms in adults facing substance abuse problems (Peterson & McDonagh, 2008). 59% of the overall patient population of these studies was male, with a mean age of 38 years old and treatment was double-blinded in all of the trials. The results of these twenty-two trials further support the hypothesis that Ritalin is the best form of treatment for ADD/ADHD, young and old alike.

With ADD/ADHD being so underdiagnosed, it is hard for children and adults to get the Ritalin they need. If a diagnosis is missed while the patient is a child, there’s a great chance that it may go undiagnosed for the rest of the patient’s life. Some medical professionals continue to “express fear about treating a ‘non-existent disease’ or causing drug addiction with stimulant medication” due to the stigma of ADD/ADHD being exclusively tied to children when attempting diagnosis in adults (Kooij et al., 2010). Kooij further goes on to describe stimulants such as Ritalin as the most thoroughly studied and effective treatment for ADD/ADHD across the patient’s lifespan. Studies of families, twins, and adoptions have demonstrated that ADHD is a familial disorder with a strong risk of being passed down, which implies an inevitable growth in diagnosis of the disorder (Kooij et al, 2010). According to Kooij, ADD/ADHD is commonly ignored in favor of diagnosis of other disorders such as anxiety, bipolar disorder, major depression, and personality disorder due to very similar symptoms. Comorbid substance use disorder (SUD) is considered a disease with a major population of patients that remain undiagnosed with ADD/ADHD, due to similar symptoms between the two.  The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.Twenty five published studies that screen for substance abuse in ADHD samples estimate that substance abuse was prevalent in 45% to 55% of cases, some in cases of self-medication (Kooij et al, 2010). On the other hand, ten studies that screen for undiagnosed ADD/ADHD in those diagnosed with SUD found that 11% to 54% of this population showed signs of the undiagnosed disorder (Kooij et al, 2010). As you can see, the lines are very easily blurred between ADD/ADHD and other disorders, which profoundly impacts the course of treatment taken.

When not mistaken for another disease or illness, it’s been found that ADD/ADHD is still underdiagnosed in children due to irregular treatment caused by poverty and insurance issues. According to Dr. Tanya E. Froehlich, a developmental-behavioral pediatrician at Cincinnati Children’s Medical Center, nearly 9% of children in the U.S. have ADD/ADHD but only 32% of them are receiving the treatment necessary to suppress the disorder (Reinberg, 2007). According to Froehlich and her colleagues, 2.4 million children between the ages of 8 and 15 meet the medical standards of an ADHD diagnosis but 1.2 million of them have not been officially diagnosed or administered any kind of treatment (Reinberg, 2007). Poverty is a factor in this case, as children from poor families are less likely to have any kind of consistent treatment due to money and insurance issues. After collecting data on 3,082 children who participated in their National Health and Nutrition Examination survey, conducting interviews, and collecting data from doctors the researchers found that of the 8.7% of children meeting the clinical definition of ADD/ADHD, only 47.9% were diagnosed with the disorder and only 32% were treating consistently with any form of medication (Reinberg, 2007). With such a low rate of diagnosis in eligible children and common misdiagnosis among adults, ADD/ADHD is clearly underdiagnosed amongst the general population. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

ADD/ADHD is a disorder affecting many more people than are receiving treatment for it. Even among the men, women, and children diagnosed with ADD/ADHD, only a fraction of them are receiving the best form of treatment available, methylphenidate, also known by its brand name Ritalin. With so many of the symptoms of ADD/ADHD suppressed through the administration of Ritalin, along with the academic benefits it reaps in both children and adults, both parents and doctors should be prescribing it as the primary treatment for the disorder, using alternative treatments only in conjunction with it or not at all. Through a more thorough screening process of the disorder and the proper administration of Ritalin following diagnosis, the negative symptoms of ADD/ADHD can be suppressed in far more people in dire need of treatment worldwide.

Bibliography

(2009). Pharmacological and Behavioral Treatments for ADHD in Preschoolers. Brown University Child & Adolescent Behavior Letter, 25(4). 4-5.

(n.d.). Attention Deficit Hyperactivity Disorder. Retrieved March 2, 2014, from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/

DeRuvo, S. (November 9, 2009). Strategies for Teaching Adolescents with ADHD: Effective Classroom Techniques Across the Content Areas, Grades 6-12. San Francisco: Jossey-Bass

Grizenko, N., Cai, E., Jolicoeur, C., Ter-Stepanian, M., & Joober, R. (2013). Effects of Methylphenidate on Acute Math Performance in Children with Attention-Deficit Hyperactivity Disorder. Canadian Journal of Psychology, 58(11). 633-638. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

Kooij, S., Bejerot, S., Blackwell, A., Caci, H., Casas-Brugue, M., Carpentier, P., Edvinsson, D., Fayyad, J., Foeken, K., Fitzgerald, M., Gaillac, V., Ginsberg, Y., Henry, C., Krause, J., Lensing, M., Manor, I., Niederhofer, H., Nunes-Filipe, C., Ohlmeier, M., Oswald, P. (2010). European Consensus Statement on Diagnosis and Treatment of Adult ADHD: The European Network Adult ADHD. BMC Psychiatry, 10. 67-90.

Pelham, W., Pillow, D., Kipp, H., Greiner, A., Trane, S., Hoza, B., Gnagy, E., Waschbusch, D., Greenhouse, J., Wolfson, L., Fitzpatrick, E. (2002). Effects of Methylphenidate and Expectancy on Children with ADHD: Behavior, Academic Performance, and Attributions in a Summer Treatment Program and Regular Classroom Settings. Journal of Consulting & Clinical Psychology, 70(2). 320-334. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

Peterson, K., McDonagh, M., Rongwei, F. (2008). Comparative Benefits and Harms of Competing Medications for Adults with Attention-Deficit Hyperactivity Disorder: A Systematic Review and Indirect Comparison Meta-Analysis. Psychopharmacology, 197(1). 1-11.

Reinberg, S. (2007, September 4). 9% of U.S. Kids Have ADHD. The Washington Post. Retrieved March 2, 2007, from http://www.washingtonpost.com/wp-dyn/content/article/2007/09/03/AR2007090300729.html

van der Meere, J., Shalev, R., Borger, N., Wierema, J. (2009). Methylphenidate, Interstimulus Interval, and Reaction Time Performance of Children with Attention Deficit/Hyperactivity Disorder: A Pilot Study. Child Neuropsychology, 15(6). 554-566.

The Inaccurate Diagnosis of ADD/ADHD and the Pros of Ritalin

• Anthony Masi, Jr.

Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) is a developmental disorder characterized primarily by difficulty controlling behavior and paying attention. According to the National Institute of Mental Health (NIMH), ADD and ADHD are characterized by the key behaviors of “inattention, hyperactivity, and impulsivity” (“Attention Deficit Hyperactivity Disorder”, n.d., para. 4). Methylphenidate, more commonly known by its brand name, Ritalin, has emerged as the primary treatment option for ADD/ADHD through its suppression of these key behaviors. Multiple studies corroborate this theory that Ritalin is in fact the best option for children diagnosed with either ADD or ADHD. However, there is evidence to suggest that even with such a well-researched pharmaceutical option at doctors’ disposal, ADD/ADHD is underdiagnosed and therefore under-prescribed worldwide amongst not only children, but adolescents and adults as well. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay. Not only is Ritalin useful in treating the key behaviors of ADD/ADHD, it is the best option available for a disorder widely underdiagnosed among the general population.

ADD/ADHD’s key behaviors of inattention, hyperactivity, and impulsivity are represented by symptoms that manifest themselves most prominently in the classroom. Symptoms of inattention include difficulty listening, daydreaming, careless mistakes, difficulty staying focused, and disregard for detail (DeRuvo, 2009, p. 20). Symptoms of hyperactivity comprise of fidgeting, nonstop talking, and difficulty completing tasks or activities quietly (“Attention Deficit Hyperactivity Disorder”, n.d., para. 5). The key behavior of impulsivity is represented by a lack of regard for directions, taking shortcuts, and working carelessly (DeRuvo, 2009, p. 20). Together, all of these symptoms make it much more difficult for a teacher to keep control of a classroom if they are present during childhood as they impair a child’s ability to perform in an educational setting. This may result in subpar academic performance and also cause the student to serve as a distraction to his classmates. Left unchecked and untreated by a daily dosage of Ritalin, ADD/ADHD has potential to both complicate life at home and in the workplace in the future.

Ritalin has achieved such a high level of popularity among medical professionals due to its high level of effectiveness in treating those diagnosed with ADD/ADHD. One study conducted by psychologists William Pelham, Betsy Hoza, Elizabeth Gnagy, Heidi Kipp, Andrew Greiner, Daniel Waschbusch, and Sarah Trane (2002), testing the effects of Ritalin and its benefits in regard to behavior, academic performance, and attributions in a classroom setting found that Ritalin improved the percentage of 136 students following activity rules (80.7% vs. 69.4% placebo), reduced the percentage of students accused of noncompliance (1.0% vs. 3.1% placebo), interruption (2.9% vs. 8.6% placebo), complaining (1.5% vs. 4.9% placebo), and misconduct (0.3% vs. 1.4% placebo). The percentage of students reprimanded via negative verbalizations dropped from 14.3% when treated with a placebo to 2.9% when treated with Ritalin (Pelham et al., 2002). The percentage of students following classroom rules rose from 75.2% when treated with a placebo to a staggering 95.2% (Pelham et al., 2002). The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay. In addition to this, both the percentage of seatwork completion and accuracy rose from 67.5% when treated with a placebo to 84.8% when treated with Ritalin and 87.0% when treated with a placebo to 92.0% when treated with Ritalin, respectively (Pelham et al., 2002). This study consisted of a placebo-based design where after a 2 week medication-free time period, each child received either a placebo or 0.3mg Ritalin/kg of body weight dosage four days a week for six weeks. The students were told whether they received a real pill or a placebo at random, with four possible drug expectancy conditions of “received placebo, told real pill”, “received Ritalin, told fake pill”, “received Ritalin, told real pill”, and “received placebo, told fake pill”. Through this experiment, William Pelham and his associates found that Ritalin was the catalyst for improvement in almost every measurable category related to ADD/ADHD in the classroom.

In addition to behavioral improvements, Ritalin has been proven to increase mathematical performance in children. This study, conducted in 2013 by Natalie Grizenko, Emmy Cai, Claude Jolicoeur, Mariam Ter-Stepanian, and Ridha Joober tested the effects of Ritalin on 198 school aged children between the ages of six and twelve years old. Tests showed that children with ADD/ADHD displayed improvement in their mathematical performance when treated with methylphenidate/Ritalin compared to when the children were treated with a placebo. When treated with Ritalin, children not only answered 16.5 more mathematical problems than with a placebo, but answered 15.6 more problems correctly as well (see Appendix for a table showing the full results of this study) (Grizenko et al., 2013). Children were also tested on the Restricted Academic Situation Scale (RASS), which is an observational tool used to assess motor activity and orientation to assigned tasks in children. This test consists of an evaluator sitting in an observation room and marking off any inappropriate behavior such as fidgeting, playing with objects, and speaking out of turn (Grizenko et al., 2013). Children diagnosed with ADD/ADHD received either one week of 0.5mg Ritalin/kg body weight in a twice-daily dose followed by a week of placebo treatment or vice versa. These capsules were prepared in identical capsules and the children were not notified of what pill they were receiving. Students then were evaluated using the RASS before their morning dosage and reevaluated one hour after it while being asked to complete math problems during both of these examinations.The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.  Natalie Grizenko notes in her study that she found a strong correlation between higher RASS scores and math improvement on methylphenidate/Ritalin and that patients are more likely to improve their mathematics scores if there is a great improvement on the total RASS score. According to the study, these findings are of considerable importance because the RASS is a short, concise 15-minute observational exam that is strongly correlated with mathematical improvement (Grizenko et al., 2013). This indicates to psychologists that behavioral improvement during the RASS is likely to anticipate noteworthy mathematical development in children diagnosed with ADD/ADHD. Not only does Ritalin significantly suppress the behavioral symptoms of ADD/ADHD in children, it improves their academic performance in the classroom as well.

With Ritalin looking to treat hyperactivity in children, you would assume that one of its side effects would include sedation. However, Ritalin has also been proven to improve reaction time in children, in addition to its other benefits. In a study conducted by J.J. van der Meere, R.S. Shalev, N. Borger, and J.R. Wiersema (2009), children diagnosed with ADHD were introduced to Ritalin over a two week schedule. After four weeks on Ritalin, children were given a reaction test twice, once after the administration of Ritalin and once after the administration of a placebo. The children were placed in front of a screen and required to press either “Go” or “No-Go” in response to a stimulus as quickly as possible. After a practice period, the children’s results were recorded. The results indicated that children responded faster and more accurately on a long interstimulus interval (ISI) of eight seconds (540ms response time/35% inaccuracy) than when administered a placebo (680ms response time/45% inaccuracy) (van der Meere et al., 2009). Children also responded faster on an ISI of four seconds as well (460ms) compared to their response time when administered a placebo (500ms) (van der Meere et al., 2009).

Not only is Ritalin extremely effective in treating the symptoms of ADD/ADHD, it is the best option available for treatment. Jaswinder K. Ghuman is quoted in the Brown University Child & Adolescent Behavior Letter (2009) as stating that after an “exhaustive review of four decades’ worth of research (1967-2007)”, Ritalin is more effective than any other medication, professional psychological intervention, social intervention, or alternative remedy in treating young children. Among 20 out of 24 published studies on the use of medication in treating ADHD, they all found that Ritalin was the only form of treatment deemed “Level A” evidence. Level A evidence implies that a form of treatment has denoted a significant difference on an ADHD outcome variable in at least two randomized controlled trials or in two designed experiments comparing the evidence to alternatives or a placebo (“Pharmacological and behavioral treatments for ADHD in preschoolers”, 2009).The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.  Two psychological/social interventions and one alternative treatment were rated as “Level B” evidence, implying that the treatments trigger a noticeable difference on an ADHD outcome variable in preschoolers in either one randomized controlled trial, two or more of these trials with mixed results, or one series of designed experiments comparing the evidence to alternatives or a placebo. These three “Level B” alternative treatments were parent behavior training, child training, and an additive-free elimination diet (“Pharmacological and behavioral treatments for ADHD in preschoolers”, 2009). Ritalin being designed “Level A” evidence in the treatment of ADD/ADHD signifies that alternative remedies are best used in conjunction with Ritalin as a treatment for the disorder and not as direct alternatives for Ritalin.

In addition to Ritalin being the best option for the treatment of ADD/ADHD in children, it is also the best form of treatment for the disorder in adults (Peterson & McDonagh, 2008). In a comparison of twenty-two placebo-controlled trials, the benefit of immediate release methylphenidate was also found to be 3.26 times greater than for those taking longer-acting stimulants, and 2.24 times larger than for patients taking long-acting forms of bupropion (Peterson & McDonagh, 2008). Immediate release methylphenidate was found to be the only drug able to reduce ADD/ADHD symptoms in adults facing substance abuse problems (Peterson & McDonagh, 2008). 59% of the overall patient population of these studies was male, with a mean age of 38 years old and treatment was double-blinded in all of the trials. The results of these twenty-two trials further support the hypothesis that Ritalin is the best form of treatment for ADD/ADHD, young and old alike.

With ADD/ADHD being so underdiagnosed, it is hard for children and adults to get the Ritalin they need. If a diagnosis is missed while the patient is a child, there’s a great chance that it may go undiagnosed for the rest of the patient’s life. Some medical professionals continue to “express fear about treating a ‘non-existent disease’ or causing drug addiction with stimulant medication” due to the stigma of ADD/ADHD being exclusively tied to children when attempting diagnosis in adults (Kooij et al., 2010). Kooij further goes on to describe stimulants such as Ritalin as the most thoroughly studied and effective treatment for ADD/ADHD across the patient’s lifespan. Studies of families, twins, and adoptions have demonstrated that ADHD is a familial disorder with a strong risk of being passed down, which implies an inevitable growth in diagnosis of the disorder (Kooij et al, 2010). According to Kooij, ADD/ADHD is commonly ignored in favor of diagnosis of other disorders such as anxiety, bipolar disorder, major depression, and personality disorder due to very similar symptoms. Comorbid substance use disorder (SUD) is considered a disease with a major population of patients that remain undiagnosed with ADD/ADHD, due to similar symptoms between the two. Twenty five published studies that screen for substance abuse in ADHD samples estimate that substance abuse was prevalent in 45% to 55% of cases, some in cases of self-medication (Kooij et al, 2010). On the other hand, ten studies that screen for undiagnosed ADD/ADHD in those diagnosed with SUD found that 11% to 54% of this population showed signs of the undiagnosed disorder (Kooij et al, 2010).The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.  As you can see, the lines are very easily blurred between ADD/ADHD and other disorders, which profoundly impacts the course of treatment taken.

When not mistaken for another disease or illness, it’s been found that ADD/ADHD is still underdiagnosed in children due to irregular treatment caused by poverty and insurance issues. According to Dr. Tanya E. Froehlich, a developmental-behavioral pediatrician at Cincinnati Children’s Medical Center, nearly 9% of children in the U.S. have ADD/ADHD but only 32% of them are receiving the treatment necessary to suppress the disorder (Reinberg, 2007). According to Froehlich and her colleagues, 2.4 million children between the ages of 8 and 15 meet the medical standards of an ADHD diagnosis but 1.2 million of them have not been officially diagnosed or administered any kind of treatment (Reinberg, 2007). Poverty is a factor in this case, as children from poor families are less likely to have any kind of consistent treatment due to money and insurance issues. After collecting data on 3,082 children who participated in their National Health and Nutrition Examination survey, conducting interviews, and collecting data from doctors the researchers found that of the 8.7% of children meeting the clinical definition of ADD/ADHD, only 47.9% were diagnosed with the disorder and only 32% were treating consistently with any form of medication (Reinberg, 2007). With such a low rate of diagnosis in eligible children and common misdiagnosis among adults, ADD/ADHD is clearly underdiagnosed amongst the general population.

ORDER A PLAGIARISM-FREE PAPER NOW

ADD/ADHD is a disorder affecting many more people than are receiving treatment for it. Even among the men, women, and children diagnosed with ADD/ADHD, only a fraction of them are receiving the best form of treatment available, methylphenidate, also known by its brand name Ritalin. With so many of the symptoms of ADD/ADHD suppressed through the administration of Ritalin, along with the academic benefits it reaps in both children and adults, both parents and doctors should be prescribing it as the primary treatment for the disorder, using alternative treatments only in conjunction with it or not at all. Through a more thorough screening process of the disorder and the proper administration of Ritalin following diagnosis, the negative symptoms of ADD/ADHD can be suppressed in far more people in dire need of treatment worldwide. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

Appendix

Bibliography

(2009). Pharmacological and Behavioral Treatments for ADHD in Preschoolers. Brown University Child & Adolescent Behavior Letter, 25(4). 4-5.

(n.d.). Attention Deficit Hyperactivity Disorder. Retrieved March 2, 2014, from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/

DeRuvo, S. (November 9, 2009). Strategies for Teaching Adolescents with ADHD: Effective Classroom Techniques Across the Content Areas, Grades 6-12. San Francisco: Jossey-Bass

Grizenko, N., Cai, E., Jolicoeur, C., Ter-Stepanian, M., & Joober, R. (2013). Effects of Methylphenidate on Acute Math Performance in Children with Attention-Deficit Hyperactivity Disorder. Canadian Journal of Psychology, 58(11). 633-638.

Kooij, S., Bejerot, S., Blackwell, A., Caci, H., Casas-Brugue, M., Carpentier, P., Edvinsson, D., Fayyad, J., Foeken, K., Fitzgerald, M., Gaillac, V., Ginsberg, Y., Henry, C., Krause, J., Lensing, M., Manor, I., Niederhofer, H., Nunes-Filipe, C., Ohlmeier, M., Oswald, P. (2010). European Consensus Statement on Diagnosis and Treatment of Adult ADHD: The European Network Adult ADHD. BMC Psychiatry, 10. 67-90.

Pelham, W., Pillow, D., Kipp, H., Greiner, A., Trane, S., Hoza, B., Gnagy, E., Waschbusch, D., Greenhouse, J., Wolfson, L., Fitzpatrick, E. (2002). Effects of Methylphenidate and Expectancy on Children with ADHD: Behavior, Academic Performance, and Attributions in a Summer Treatment Program and Regular Classroom Settings. Journal of Consulting & Clinical Psychology, 70(2). 320-334. The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay.

Peterson, K., McDonagh, M., Rongwei, F. (2008). Comparative Benefits and Harms of Competing Medications for Adults with Attention-Deficit Hyperactivity Disorder: A Systematic Review and Indirect Comparison Meta-Analysis. Psychopharmacology, 197(1). 1-11.

Reinberg, S. (2007, September 4). 9% of U.S. Kids Have ADHD. The Washington Post. Retrieved March 2, 2007, from http://www.washingtonpost.com/wp-dyn/content/article/2007/09/03/AR2007090300729.html

van der Meere, J., Shalev, R., Borger, N., Wierema, J. (2009). Methylphenidate, Interstimulus Interval, and Reaction Time Performance of Children with Attention Deficit/Hyperactivity Disorder: A Pilot Study. Child Neuropsychology, 15(6). 554-566.

The Use of Ritalin to Treat Attention Deficit Disorder (ADD) Essay