Rhetorical Modes Anthology on Attention Deficit Disorder

Faraone, & Larson. (2019). PubMed. Web.

Summary & Validity: This article features an in-depth look at a chronic medical problem of attention deficit. It discusses the manifestations, nursing interventions, and pathophysiology of the disorder in an attempt to manage the increased cases of the disorder. This report is essential as it discusses my medical journey to recover from hyperactivity disorder. This article is based on a medical journal whose strength and validity are a tribute to Library databases.

Xu, G., Snetselaar, L. G., Strathestn, L., Ryckman, K., Nothwehr, F., & Torner, J. (2022) Association between the history attention-deficit/hyperactivity disorder diagnosis and cardiovascular disease in the U.S. adults. Health Psychology, 41(10), 693- 700. Web.

Summary & Validity: This account is a history of attention deficit, consequently known as hyperactivity disorder. It clearly outlines the origin and early symptoms of the disorder and the scientist who discovered attention deficit hyperactivity disorder. In addition, the article exhibits the remedies for hyperactivity disorder. I can employ this reference in the preface writing of Anthropology and the mode section and analysis. The proficiency of this article is undisputed because it is competently analyzed and explored from the relevant medical websites.

(2021). Pediatric Patient Education. Web.

Summary & Validity: This article describes the causes of hyperactivity disorder and the potential factors of a medical condition. It outlines how environmental factors and genetic factors are associated with attention deficit. Equally, the article outlines how brain development and brain injuries are linked with the disorder. This article clearly outlines the signs and symptoms of ADHD in both early and later stages. Similarly, the article describes the nursing process involved in the formation of an efficient healthcare plan.

Sharma, M. (2018). Conservative therapy through adequate doctor-patient interaction improves outcomes in patients suffering from attention deficit. International Journal of Healthcare Education & Medical Informatics, 04 (04), 1-2. Web.

Summary & Validity: It unravels the medical procedures, patient treatments, and development of a favorable health system. The articles attention to detail manicures the understandability of the concepts of the modern healthcare system. The emphasis on public relations between the nurses and patients or caregivers flavors the report. Ethical considerations in the healthcare sector, such as confidentiality, are perfectly addressed in this report. Ultimately, programs such as fostering patients physical exercise and behavioral management techniques are addressed in this article.

ADHD and Problems With Sleep

The main topic of the article is that people with ADHD have sleeping problems, which causes a violation of biological rhythms. The author hypothesizes that there is an insufficient release of the sleep hormone  melatonin, which allows people to fall asleep (Carroll, 2017). It is possible to measure how much this is the cause through laboratory studies, as well as in real everyday life. Laboratory research helps track the level of melatonin in different patients, that is, those who have problems with sleep and those who do not, as well as patients with and without ADHD. This type of research is much more accurate than checking the quality of sleep and the ability to fall asleep in real life. Actual research can only be carried out by monitoring the most appropriate time for falling asleep, which may be inaccurate. This is because of the activity of a person in the middle of the day and the condition around them.

It is necessary to consider in detail the evidence that is carried out in support of the claim. The authors claim that studies show that sleep helps with many diseases, including ADHD. The study is conducted by analyzing saliva and allows us to understand at what point people with ADHD have the highest level of melatonin that will enable them to fall asleep (Carroll, 2017). It was also revealed that dopamine, which is a hormone of daytime activity, is an obstacle to falling asleep.

The advantage of the conducted research is that the information is confirmed by various sources, as well as by professors interested in this topic. The study also has a plus in that it gives clear recommendations on how to increase the level of calm and promote an increase in the level of the hormone melatonin, which allows one to fall asleep. The downside of the study is that the study group included 52 adults with ADHD and 52 adults without it (Carroll, 2017). That is, gender, occupation, and daily routine were not specified in any way. This could probably harm the results of the study since they were not as accurate as when dividing people into different categories.

The conclusion that people with ADHD have problems with sleep can also lead to the fact that they do not have any positive changes in the disease. That is, a sufficient amount of sleep and rest helps them reduce the symptoms of their disease and feel better. Unintentionally, the study could be influenced by the fact that the subjects are not ready to disclose the complete picture of their condition and may also slightly change the situation in their favor. So the reliability decreases and does not give the study accurate and reliable results.

The text often contains references to the study of various researchers and the statements of experts on the topic. Dr. Kooij, a professor of psychiatry at the Amsterdam Medical Center, drew attention to the fact that ADHD worsens without sleep (Carroll, 2017). This source cannot be considered reliable since it is not scientific, and it is not published in scientific research publications. In addition, the text contains references to professors who are not specified in the area of sleep in their work. This makes the research even less reliable and makes one doubt how much it can be trusted at all.

Reference

Carroll, L. (2017). Today.

Dealing With Attention Deficit Hyperactivity Disorder

Introduction

It can be said that the brain is the most complex part of the human body, and sometimes such a high complexity creates problems for its bearers. One of the most common ones is attention deficit hyperactivity disorder (ADHD). Lyness notes that ADHD is caused by differences in the brains ability to pay attention, slow down, and be patient. This condition is among the leading neurological problems in the world today. It starts in childhood and, unfortunately, stays on forever.

There is no cure for it, but neurologists and other medical professionals keep looking for one. They are also constantly developing new coping techniques and improving existing ones. Recent studies show that the prevalence of attention-deficit / hyperactivity disorder, or ADHD, has continued to climb significantly among adults in the United States within the past decade (Howard). Such a state of affairs may be due to the constantly improving screening and diagnostic techniques or a rapidly changing world. This paper aims to share personal experiences of having ADHD and suffering from isolation and depression.

Living with ADHD

It is difficult to explain what life with ADHD is. It can be said that it is one of those disorders that lurks in someones behavior but somehow constantly affects it. One must sometimes remind themselves that they are a person with ADHD to control their behavior and emotions, especially around others. A school is a place of many challenges for children with ADHD, and I was no exception. I can still remember how teachers constantly asked me to focus on the subject, but other things constantly distracted me; it was just in my nature. When I thought I was behaving adequately, the teachers saw me as an impulsive, fearless and chaotic kid (Living with). When the teenage years came, my classmates began to notice those little oddities in my behavior too. Some classmates began to joke at me and make fun of my condition. Of course, my friends protected me, but those jokes made me think that I was weird and out of the norm.

ADHD, Isolation, and Depression

I began to isolate myself and look for hobbies that do not require interaction with people. It calmed me down and helped me for a while. However, over time, I noticed that I became hot-tempered and rude with friends and family. My communication and interaction with them became short and cold. I did not like where things were going, so I finally decided that it was time to stop being afraid of others judgments and start taking care of my ADHD. The weekly schedules, focusing on education, learning how to concentrate, discussing my condition with friends and classmates were my new approach to ADHD and society.

Although my experience is not dramatic, it clearly shows how untreated ADHD leads to isolation and almost depression. According to Smith, doctors sometimes call them comorbid or coexisting conditions. My main advice to people with ADHD is not to give up on themselves and not take mean words said by uneducated people personally; mental health and self-esteem are more important.

Conclusion

I discuss ADHD, isolation, and depression in this paper. It is true, ADHD does indeed make ones life different from what is considered the norm. However, the question arises of what is the norm, how to define and measure it. I have interacted with other people with ADHD, and I know that they are some of the most wonderful, passionate, and bravest people out there. Society still needs to learn to accept people with ADHD and interact with more respect.

Works Cited

Howard, Jacqueline.  CNN Health. 2019. Web.

 NHS. 2021. Web.

Lyness, DArcy. ADHD. Nemours KidsHealth. 2017. Web.

Smith, Matt.  WebMD. 2019. Web.

Attention Deficit Hyperactivity Disorder and Recommended Therapy

Genetics and Neurotransmitters

Attention deficit hyperactivity disorder (ADHD) is a genetic condition passed from parent to child through inherited genes. The fathers who had attention deficit hyperactivity during their youth have children affected by this disease (Liu et al., 2021). Mothers with identical twins share this ADHD trait since they share common characteristics. Patients with this condition seem to be restless and have difficulties in concentration. The symptoms are mostly noticed at an early age and may develop when the circumstances of a child change, for instance, when they begin going to school. Norepinephrine and dopamine are two neurotransmitters that play a role in ADHD (Xiong et al., 2021).Since dopamine plays a role in focusing and rewarding the brain after completing specific tasks, lower levels indicate a deficiency.

Neuroanatomical Changes and Therapy

ADHD disorder affects the brain in various ways by altering its normal functioning.

The condition affects the motivational functioning and abnormal cognitive and behavioural components of the brain. The regulation of the brain cell connections, emotions and moods are affected. Critical communications between different brain areas through the nerve impulses are also hindered. Dysfunction of the prefrontal cortex contributed to a lack of alertness and shortened attention in the brains short-term memory. Behaviour therapy is the most suitable for controlling ADHD disorder. It is crucial since it equips patients with tools to monitor their behaviours and adapt to change.

Current Theories of Causation and Cultural factors

A dynamic developmental theory indicates that the interplay between the environment and individuals influences behaviour. Genetic factors linked to the neurotransmitter dopamine may play a critical role in developing ADHD (Chuang et al., 2022). Some cultural myths depict that if a person with ADHD is hyperactive and impulsive during childhood, they are likely to continue that way into adulthood. The culture that trains children on the importance of socializing through speech has more minor victims.

References

Chuang, Y., Wang, C., Huang, W., Wang, L., Kuo, H., Chen, Y., & Huang, Y. (2022).Scientific Reports, 12(1). Web.

Liu, Y., Chang, X., Qu, H., Tian, L., Glessner, J., & Qu, J. et al. (2021). Genes, 12(2), 310. Web.

Xiong, Z., Yan, J., & Shi, S. (2021). Medicine, 100(49), e27867. Web.

Dealing With the Disruptive Behaviors of ADHD and Asperger Syndrome Students

Some students require special educational and behavioral attention due to the wide range of behavioral characteristics that they display. These include students suffering from Attention Deficit Hyperactivity Disorder and Asperger syndrome. These students are often difficult to deal with in class because they exhibit a wide range of disruptive behaviors that may derail the delivery and performance in a normal classroom setting.

Students with ADHD are usually loud and try to seek attention from the rest and even the teachers. They are also hyperactive and want to be involved in everything and they will throw tantrums if they are denied a chance to show themselves off (Green 1994).

They can easily disrupt a class by using their fidgety behaviors. The students with Attention Deficit Hyperactive Disorders also squirm very much and their squirming can be very disruptive to a classroom setting (Woodbury, 2008). They are also very oppositional and do not follow orders and instructions easily mainly because they are always inattentive. Their behaviors can be a big source of agony to the fellow students and the teachers because they are easily distractible, they always blurt out and they keep on moving here and there in a way that disrupts others (Hanna, 2006).

On the other hand students with Asperger syndrome usually have difficulties in social interactions and are usually withdrawn (Faraone 2003). Unlike the ones with ADHD, these students do not have attention-seeking or obnoxiously disruptive behaviors but can also be can also disrupt class due to their weird asocial behaviors. They have weird obsessions that can be a source of disruptions and their speech behaviors are usually one-sided meaning that they can easily disrupt the class with their awkwardness in speech. These students are also very insensitive to the feelings of others and this may cause friction in the classroom setting. Their clumsiness is the main source of disruption in the classroom.

However, ADHD and Asperger syndrome are mild behavioral challenges that do not require the students to be separated from the others (Bogadshina, 2003). These are students that do not need special classes because their behavioral challenges can be easily dealt with by the teachers. This means that principles of inclusion can be applied to be able to handle these students (Hartman, 2006).

There are various ways in which the teachers can manage to handle students with Asperger syndrome and attention deficit hyperactive disorder. To start with, a teacher needs to establish clear and straightforward rules that are supposed to be followed by anyone in the classroom setting. This will help in reducing the disruptiveness of these students with behavioral challenges because, with these rules, the teacher will be able to consistently enforce consequences for behaviors that are against the set rules (Asari, 2003). The teacher can also set a reward system where the ones that are good at observing the rules that have been set are rewarded. This will motivate the students with behavioral challenges to behave decently.

Secondly, students that have the two behavioral challenges should be made to sit near the teacher. This is because the teacher will be able to pay additional attention to the students and this will help in limiting distractions in the class. While teaching in a class that has students with ADHD and Asperger syndrome, the teacher should ensure that they give instructions that are simple and easy to follow (Faraone, 2005). The directions and the instructions should be one step and the students should be made to repeat the instructions after the teacher to enhance understanding.

The attention span of students with behavioral challenges is usually low as compared to other students. This means that when it comes to classwork, the teacher should break down assignments for the students that have attention problems. The students with ADHD and Asperger syndrome should be given enough time to finish their assignments. The teacher should also write down assignment instructions for these students if they have difficulty copying the instructions.

It is very hard for students with behavioral challenges to sit down for a very long period (Berthoz, 2003). This means that the teachers should create frequent breaks to let the students move physically. Without these breaks, the students will become disruptive because they will tend to move around the place disturbing the classroom setup. It is not a must that these breaks be created for all the students. The teacher can plan simple tasks for the student with ADHD and Asperger syndrome that will ensure that they have move frequently (Myles, 2003).

These simple tasks include taking books to the library or getting materials from the store. They can also be sent out to have a sip of water or to the water fountain to freshen up. These breaks are very important especially for the students with ADHD because they utilize the extra energy and help them to remain focused (Woodbury, 2008).

Finally, the teachers should also identify the strengths of these students and work on them. They should reward them for their efforts and also praise them in the presence of others. This will help in reducing attention-seeking behaviors in the students with ADHD and clumsiness in the students that have Asperger syndrome.

Bibliography

Asari C, 2005, Current trends in psychological research on children with high-functioning autism and Asperger disorder. Current Opinion Psychiatry 18 (5): 497501.

Bogdashina, O, 2003, Sensory Perceptional Issues in Autism and Asperger Syndrome: Different Sensory Experiences, Different Perceptual Worlds. Jessica Kingsley, Boston.

Faraone, S. V., 2005, The scientific foundation for understanding attention-deficit/hyperactivity disorder as a valid psychiatric disorder. Euro- Child Adolescent Psychiatry 14, 1-10.

Faraone, S., V, 2003, Talk about Your Childs Mental Health: What to Do When Something Seems Wrong, Guilford Press, New York.

Green, C., 1994. Understanding ADHD, Doubleday, London.

Hanna, M., 2006. Making the Connection: A Parents Guide to Medication in ADHD, Ladner-Drysdale, Washington.

Hartmann, T., 2003. The Edison gene: ADHD and the gift of the hunter child, Park Street Press, Rochester.

Berthoz, S., 2006. Response. J Autism Dev Disord 36 (8): 11435.

Myles B. S., 2003. Behavioral forms of stress management for individuals with Asperger syndrome. Child Adolescent Psychiatry 12 (1): 12341.

Woodbury, S., 2008. Asperger syndrome. Euro- Child Adolescent Psychiatry 18 (1): 211.

Learning Disabilities: Differentiating ADHD and EBD

ADHD

ADHD is not usually seen as a learning disability but it often leads to difficulties with studies. Children with this disorder are very active and cannot sit still, they have a short attention span and they have difficulties with concentrating. These students need special attention and specific strategies. Thus, a boy in the 3rd grade may benefit from the use of the following strategies.

As for the content, this boy will get short texts. It is possible to give him several texts while others read only one text. The number of words read by children will be similar. This will enable the child to be interested in reading as he will read several different stories and may be interested in the content. The texts should be interesting and relevant for the boy (they must be about his favorite characters or familiar situations).

The student needs comprehensive instructions. The student will have written instructions at hand as lack of attention may result in his failure to do the task correctly. It can be a good idea to divide the task into particular bullet points to make it clearer for the child who is easily distracted.

Of course, the teacher should check whether the student completes the task correctly all the time. It is possible to ask some questions or simply observe the childs work for a while.

As for the most appropriate setting, it is possible to seat the child near the teacher. Besides, if there is another hyperactive child, it is possible to group them and make them discuss the contents of the texts and their tasks.

Finally, it is important to praise the child and provide certain feedback. It is possible to make the student responsible for doing something during the next class, for example, cleaning the board, handing-out aids, and so on. This can be a good controlled distraction for the child who needs these distractions to be able to focus on important tasks.

EBD

Students with EBD also require special attention and may cause certain troubles to educators. Notably, it is important to focus on academic performance as well as the development of social skills and self-esteem. The child in the 3rd grade having EBD can benefit from the following set of measures.

When it comes to content, the child should get texts on norms of behavior and social interaction (friendship, politeness, and so on). This will meet all the goals mentioned above. As for the complexity of the text, since the child does not have a learning disability, he should not get easier or shorter texts but they do not have to be too difficult as it can set the stage for misbehavior.

This student (as any other in the class) should get detailed instructions. It is possible to provide instructions with the help of visual aids (pictures, photos, bullet points on the board).

It is crucial to check whether students understand instructions properly. It is possible to ask the child with EBD (after observing his work on the task) to repeat the instructions. This will increase his self-esteem as he will give the correct answers.

The setting is also very important. It can be beneficial to group students and it is essential to make sure that the child is in the group with students who he likes. The atmosphere in the group should be positive and friendly. This will help the child develop his social skills.

As has been mentioned above, the child needs encouragement whenever he is behaving properly and there must be punished when he misbehaves. The punishment can be a poor grade or a serious talk.

Attention Deficit Hyperactivity Disorder Stimulants: Research Method

The present description is about the article that highlights the evaluation of study with regard to the Utility of illegal Attention Deficit Hyperactivity Disorder (ADHD) Stimulants among college students. The research problem background mentioned in the article is that there were some already existing data that could furnish insights on the prevalence and reasons of substance abuse by the students. But there is insufficient information with regard to the conduct of users, their belief, and selection.

Here, the hypothesis could be that it is irrational that college students at an American public university may use illicit drugs. This led to the investigation and objectives were set to determine how and why the students could use illicit stimulants. Similarly, the factors responsible for the use, motive and accessibility were all considered to address the issues.

Generally, most drugs have satisfactory and beneficial effect on individuals of younger age with ADHD (Findling and Dogin, 1998). Their therapeutic and harmless potential enables them to be given priority for first-line pharmacotherapy (Findling and Dogin, 1998).But these drugs need repeated dosing that would lead to unwanted complications like cardio toxicity (Findling and Dogin, 1998).The drugs may be under the class of antidepressants and alpha2 agonists (Findling and Dogin, 1998).

The researcher justified the scope of the problem by making both quantitative surveys and in-depth qualitative interviews. This could be because it was reported that have become a vulnerable targets as far as stimulant misuse is concerned (Weyandt and Dupaul, 2008).This added to high school students with ADHD has further aggravated the problem. The matter of concern is that many college students with ADHD are facing retardation in their educational outcome and psychological wellbeing (Weyandt and Dupaul, 2008).

Although the remedial approaches were focused on therapy with Psychostimulant drugs, guidance and educational rehabilitations, there were no proper achievements (Weyandt and Dupaul, 2008). This was attributable to pitfalls in the study methodologies added to limited sample size. Hence, intervention programs were suggested that include random samples and, assessment approaches to obtain concrete information on the concerns surrounding the illicit use of drugs by college students with ADHD (Weyandt and Dupaul, 2008). Therefore, the researcher justified the scope of the problem by undertaking a detailed study on 1811 college undergraduates at a large University and conducting 175 in-depth interviews.

From the data is clear that Quantitative surveys and Qualitative interviews have presented insights on the need of students from a spectrum of departments across the college premises. The methodology followed were a 25-item survey that was split into 9+9+5+1 questionnaire format. This has presented sociodmographic information, awareness, belief, and reasons for personal cause. In addition, interviews were conducted by devices like handheld audio tape recorders. Therefore, the contributions that are likely to be presented are significant information that the illicit use of stimulants by the college students can be better studied by the efficient utility of Quantitative surveys and Qualitative interviews.

This could be because it is not known earlier regarding the efficacy of survey programs on large population comprising of college students. Further, the results of data suggest that illicit use of ADHD prescription medications was significantly more common in men, white students, upperclassmen, and Greek members (versus non-Greeks). This has strengthened the one aspect of the study that college students use illicit drugs. Next, it was revealed that the reasons for using drugs are to stay awake to study which was found

to be 70% ,to concentrate on work 66%, to help memorize 36 %, to stay awake and have fun 22%, and to make work more interesting 12 %. These findings have indicated that the hypothesis was communicated clearly and concisely. The rationale for use of drugs can also be explained by keeping in view of the action of drug. It was reported that the drugs action on central dopamine systems could influence addiction when taken through intraperitoneal or intravenous routes (Greenhill, 2006). Whereas the drugs taken orally are less addicting.

This may indicate that the delivery system plays important role in addiction followed by illicit use of drugs. In the present article, it is not known whether the college students have chosen which route of drug delivery. On these grounds, the article is failing to provide information and it has not addressed this issue. Since, addiction largely depends on the route of entry, the survey program could have included this aspect as one of the items of questionnaire. The study participants revealed that they have used alcohol, marijuana, prescription barbiturates, and cocaine to get fun and ADHD medications to obtain good grades.

This information has not fully supported the utility of types of ADHD medications. There may be a wide range of ADHD medications available. The study did not make any evaluation on these grounds although only the use of amphetamines to stay awake was described. This is because the pharmacokinetics and pharmacodynamics of a drug action may be important to probe under circumstances of this kind.

However, the present article has made a detailed analysis of motives with regard to the academic and non academic context.

DuPont et al (2008) described that a drug named Methylphenidate (MPH) has been used by college students not only for recreational purposes but also to ameliorate academic strengths. The use of this drug was revealed to be of nonmedical cause. Similarly, another study has described the reasons why college students use ADHD medication irrespective of Doctors advice. In this study, non medical ADHD use was reported to be linked to attention problems. As such, the motive was the capability to study. This was regardless of side effects that were often described. Hence, it was revealed that college students use ADHD to improve educational performance and correct attention difficulties to succeed in their academic career.

Therefore, the researchers in present article have made an in depth analysis of reasons of using ADHD medication with regard to the academic and nonacademic motives. On these grounds, the article seems substantive and methodologic.

The students in the present article described that they could well concentrate on studies without perturbations of any kind. This has indicated the well beingness experienced by the college students in using ADHD medications. This could further turn students as self doctors in treating themselves for attention problems which is a matter of further debate on legal grounds. The hypothesis seems to be a null hypothesis. This is due to the fact that the observed results are in agreement with the expected ratio. This was revealed from the proportions 39% and 63 % obtained in the survey program.

The researchers were able to determine the factors, for example the motives, that facilitated the illicit use of stimulants. The interviews that were targeted for a large group of college students has enabled to know the first use of illegal stimulants, like when everyone were found discussing about it.

Similarly, the study described that the interviewed 175 people did not get information from health care professionals, reference guides of medical or pharmaceutical agencies and websites before initiating the medication. This could indicate that present study not only supported a null hypothesis but also addressed a research hypothesis in describing the rationale of using illicit ADHD medication. This is because from the interviews it was revealed that the prevalent use and the reasons for discussion about the stimulants were more rampant among the college students. The study has provided in depth information on the DEA classification of ADHD drugs keeping in view of great chances of abuse and risk of dependence or addiction.

The drugs highlighted were Dexedrine, Adderall and Ritalin, and which are legally available through prescription. The other class of drugs is cocaine (used as a topical anesthetic), morphine, phencyclidine (PCP), short-acting barbiturates, injectable methamphetamine, and most pure opioid agonists, such as opium and OxyContin. The article has clearly stated that the college students have little knowledge regarding the above mentioned drugs. However, they maintained that the chance of obtaining a drug is very easier. Hence, this may indicate that there is no deception in the study.

There safeguard steps that were taken were tat the college students were all comfort and fit and readily agreed to provide written consent. The quantitative and qualitative method for the current study has full approval from the universitys institutional review boards human subjects committee. There was no external pressure or influence used in recruiting the participants. They were explained that the study was completely voluntary and would contribute to an educational experience. The study is longitudinal in that it has selected a college campus confined to one area that is College University and did not expand to multi university sample strategy. Hence, collection of data was correct and in agreement with the research question. They were able to get widespread information with regard o the rationale of illicit drug usage among college students. The comparison presented in the study was within the subjects. This is because the subjects were all college students. The data suggested that the most (94%) illicit users were white students compared to African American (3%) and other/multiracial (3%) students. Similarly, the illicit use of ADHD prescription medication was reportedly common in men, white students, upperclassmen, and Greek members.Therefore, the methodology in selecting the target group of students and conducting a qualitative and quantitative interviews is justifiable.

The study is externally valid in emphasizing the disadvantages of nonmedial and illicit use of Psycho stimulant drugs not only by b the college students but by the general younger generation. The limited prescription of drugs by the medical community to a given individual with ADHD is a potentially valid as it could regulate the use of the liberal ADHD medication in the society. The limitations of the study were acknowledged by the researcher in describing that it would not ensure a specificity of sample in a given population. This was revealed when the researchers included more Greek students than the campus population as a whole.

The sampling plan was adequate. In the survey data collection program, the researchers collected samples in 2 ways. First, a sample of 1,340 students enrolled in a large, lecture-hall, introductory communication theory class, over the course of 3 semesters (fall 2005, spring 2006, and fall 2006). Secondly, the sample collection consisted of 1,811 students: 45% male and 55% female, 92% white, 4% African American, 1% Asian/Pacific Islander, 1% Latino, and 2% other race/multiracial.

There sample bias was identified not directly from the study design but from the results that revealed that most of the illicit drug users were white men and that of Greek nationals. In order to estimate the reliability, the researchers have followed a method of revising question wording and survey structure after making a pilot study of 94 students and receiving their feedback. This method was appropriate in obtaining demographic information, nonprescribed stimulant medication and about drug details, perceptions, and reasons for personal use. The report is appropriate in shedding light on evidence that validate the quality of measures taken. The measures incorporated have furnished evidence regarding the motives of academic and non academic origin. This made researchers to obtain much information of circumstances that led to the types of motives, for example, for recreation, for academic achievements etc. This also provided clues to assess physical and psychological dangers of stimulant use without a medical prescription, future implications and the need for intervention strategies such as freshman orientation programs, campus speaker series, and classroom discussions incorporated in appropriate curricula (eg, chemistry, biology, psychology classes).

The results of the test were statistically significant in terms of sex, years in school and Greek status. Whereas the results of race appears to be non- significant. The results were related back to the research question as the rationales for using illicit ADHD medication were well identified among college students. The research design was described well in giving the information on175 full-time undergraduates the mode of interviews conducted using hand held audio tape recorders. The design was intended to facilitate the comfort and trust levels of the undergraduates.

The design might not have strengthened by a longitudinal perspective as it could not draw sample from a variety of college premises in the university. Hence the data collection was appropriate. The setting also complied with the research question under investigation. This is because of variety of college students were interviewed who revealed different types of rationale for their motives to use illicit ADHD medication. Hence, the collection of data did not place any unnecessary burden. The trustworthiness of the data relies on the reliable information obtained through surveys that revealed different motives of academic and non academic origin. In order to better improve the credibility of the data, the researcher used a technique of demographic category, where the number of users in each category were divided by the total number surveyed (excluding individuals with legal prescriptions).The themes and codes that emerged from the study are that ADHD medications were potential drugs with reference to increasing attention duration, enjoying work, enhancement of cognitive abilities, and fighting fatigue. The context of the phenomenon described was that ADHD medication has detrimental effects given without medical prescription. The illicit use of drugs could become the choice of students that would other wise harm their life through addiction, Therefore, writing the research paper is of great use to individuals especially of younger age and those with ADHD as this has highlighted the rationale of several motives that emerge in the younger generation. At the same time, the research paper has emphasized on the awareness campaigns in college campuses

In view of the above information, the use of illicit ADHD medication among college students has potential support from the literature cited. Hence, the article is worth supporting and has moderate limitations.

References

Findling, R., L., & Dogin, J., W. (1998). Psychopharmacology of ADHD: children and adolescents. J Clin Psychiatry, 59, 42-9.

Weyandt, L., L., & Dupaul, G., J. (2008). Dev Disabil Res Rev, 14, 311-9.

Greenhill, L., L. (2006). The science of stimulant abuse. Pediatr Ann, 35, 552-6.

Dupont ,R.,L., Coleman, J.,J., Bucher ,R.,H., Wilford, B.,B. (2008). Characteristics and motives of college students who engage in nonmedical use of methylphenidate. Am J Addict, 17, 167-71.

Rabiner , D., L., Anastopoulos ,A.,D., Costello, E.,J., Hoyle, R.,H., McCabe, S.,E., Swartzwelder, H.,S.(2009).J Atten Disord, 13, 259-70.

Output

The use of illicit drugs/ medications among younger generation has become more rampant especially in college campuses. This could be attributed to increase in number of children from 4- 17 years with Attention Deficit Hyperactivity Disorder (ADHD) and the tendency for abuse and addiction. So, this has drawn the attention of researchers to determine the rationale or the motive, the feasibility involved in the accessibility behind the illicit use of ADHD medication prescribed for treatment on American college campuses.

Thus, researchers have justified the scope of the problem by making quantitative and qualititative methods of surveys. First method consisted of a sample of 1,340 students from different majors across the campus and 471 surveys, Additional 1,811 students with various ethnic origins. Second method consisted of interviewing 175 full-time undergraduates by employing hand held audio tape recorders. The results have suggested the use of ADHD medication was more in men, white students, upperclassmen, and Greek members (versus non-Greeks). This has addressed the issue on ethnic grounds. On the other hand, the motives revealed from the findings were that most students use drugs to enhance attention levels in order to achieve academic success.

The other reason was to correct attention problems. Thus, both academic and non academic motives were revealed. The strength of the paper is that the researchers are precise in addressing the hypothesis, selecting the appropriate group of students and conducting valid qualitative and quantitative interviews. This also led to achieve a statistically significant finding. Demographic data has furnished better insights on the various groups of students were involved. Hence, it can be inferred from the paper that ADHD mediations were believed to possess both beneficial and detrimental effects which is directly proportional to prescription by a qualified Medical professional. Awareness programs on ADHD in college campuses should be given considerable importance.

Evaluation Plan of Research Project on Attention Deficit-Hyperactivity Disorder

Success in a scientific research is determined by several factors, and these are with the inclusion of the techniques and methods that are used in data collection, data analyses and more significantly, assessment criteria that are incorporated in the research. There are several ways that can be used to evaluate data that have been collected using the various data collection techniques such as survey, interviews and questionnaires. To achieve a comprehensive evaluation, the researcher or scientific analyst needs to have a well structured plan involving several approved and tried steps. Formulated in this paper is a constructive and evidence-based plan that I would use to evaluate the outcomes of my applied research project on Attention Deficit-Hyperactivity Disorder, ADHD.

Since the major aim of the research was to investigate the causes, effects and treatment approaches that are used to address Attention Deficit-Hyperactivity Disorder (ADHD) and evaluation process will integrate various phases and techniques, and these are with the inclusion of the measurement standards discussed below. In order to figure out whether the problem-solving program was successful, the researcher will have to collect all the data and find out how beneficial the program was, and the negative effects associated with the research.

The researcher will need to investigate and relate the causes of the disorder to children below the age of 10years and compare it with the causes of the disorder to teenagers below age 17 years (Marczak & Sewell, 2012). For instance, it has been found that the disorder is highly caused by both internal and external factors within the environment where a child is raised. For instance, brain injury, exposure to pollution, cigarette and alcohol consumption during pregnancy, premature birth and low birth weight have been highly concluded to be the main causes of ADHD to children below the age of 10. Research should use evidence-based data collected through interviews and questionnaires for effectiveness and competence to be achieved by the end of the program.

The other approach of assessing the success of the program is by subjecting the affected children and teenagers to test based on the severity of the illness. Afterwards, the same children are subjected to the same test after they have been treated and offered better medication and therapies from specialist to confirm whether the reasoning potential of the children is improved or distorted. With the understanding that the disorder affects the thinking and the reasoning ability of the children, it is expected that the children will tend to perform better after they have been treated than the first test (Goldenberg, 2003).

Estimating the rate at which the disorder is rising or falling in some societies is also an alternative that can be used to measure the effectiveness of the program. From the collected data, the researcher can easily tell whether the program is beneficial by comparing the occurrences of the disorder to the same society over time, say 12 months. For instance, from that data collected, it is evident that the rate at which the disorder has been diagnosed on children seems to have been declining over the past years, and this is due to exposure to one or more factors that are approved to be key preventive measures of the disorder in some societies than others (Rampazzo, 2002).

The other approach of confirming appropriateness of the problem-solving program of eliminating ADHD is testing the effectiveness of the common drugs. These must have proved useful in treating the disorder. Evaluating the side effects of the drug, especially the negative impacts of the common drugs to different users will entail confirming the effects of drugs to the brain, reasoning ability of children and their behavior.

The last criterion is devising an alternative treatment for ADHD and testing the effectiveness of the approach by subjecting it to several children and teenagers suffering from the illness. The major aim of the research is to get new strategies, approaches and techniques to solving the predicaments that are faced by individuals suffering from the disorder. For instance, according to the data, reduction of sugars in children is one of the best approaches of reducing the chances of children and teenagers being diagnosed with the disorder (Galland, 2010). According to individuals such as Dr. Benjamin Feingold, a pediatrician from California, children who consume high concentration of salicylates became very excited after eating them, an indication that some sugary foods increase the chances of a child being diagnosed with the disorder (Galland, 2010).

In evaluating the success of the project, I would use different piloting technique to confirm whether the approaches devised at the end of the project are effective and appropriate as compared to those methods used to address the disorder prior to the conclusion date of the project. This will entail comparing the rate at which individuals who are subjected to control methods of reducing the chances, and effects of the disorder with the treatment methods used initially to treat the disorder. According to the characteristics of the program participants, it can be concluded that the severe negative effects of the disorder to children and teenagers can be reduced and managed through using control methods such as controlling the behavior, eating habits and medical approaches applied in solving the challenges.

The problem solving approaches of controlling and managing the illness or the disorder would be effective and efficient. The project will quantitative, and this is with consideration of the fact that I would be comparing the performance and the functioning of individuals suffering from the disorder and the new methods of controlling the disorder devised upon the completion of the project.

References

Galland, L. (2010). ADHD is on the rise: How to use nutrition to treat attention deficit.

Goldenberg, M. (2003). A arte de pesquisar: como fazer pesquisa qualitativa em ciências sociais. (7th ed., pp. 87-88). Rio de Janeiro: Record.

Marczak & Sewell, M. M. (2012). Using focus groups for evaluation.

Rampazzo, L. (2002). Metodologia científica: para alunos dos cursos de graduação e pós-graduação. (pp. 47-51). Sao Paulo: Loyola.

ADHD: The Centers for Disease Control and Prevention Webpage

Introduction

A classroom has children with varying capabilities and concentration spans. Children in their early years have a short attention span and act on impulse, but those with attention deficit hyperactivity disorder (ADHD) have those traits even in adulthood (CDC, 2022). Centers for Disease Control and Prevention (CDC) provides caregivers with guidelines on how to pinpoint, comprehend and create a curriculum that accommodates the different learning needs of each student (CDC, 2022). The CDC has a website that is accessible to the public that aids parents, guardians, and the community get information on several illnesses such as ADHD and how to cope with people with such disorders. ADHD is a neurocognitive disease that is displayed by disproportional degrees of absent-mindedness, spontaneousness, and motion (CDC, 2022). The CDC employs the flatulent allures of ethos, pathos, and logos in their webpage on ADHD to entice the different individuals that may run into it to peruse it.

Ethos

The CDCs article on ADHD utilizes ethos to attract the reader. Rhetorical charisma is essential in establishing the integrity, dependability, and jurisdiction of the author (Han et al., 2019). The agency performs its activities as a state representative, and it is critical for the health and safety of the American residents (Obale & Dang, 2021). Numerous health associations, such as the National Resource Centre on ADHD and the American College of Physicians provide materials that are used to prepare CDCs articles (Obale & Dang, 2021). The webpage has clickable links that enable the reader to get additional information from reputable sources, enhancing CDCs trustworthiness (CDC, 2022). All through the reading material, CDC recognizes the researchers who study the disease. Additionally, the webpage provides a list of references at the end of the article to show the credibility of the information provided (CDC, 2022). The management of the agency is also by medical practitioners that have been approved by its board of directors (Obale & Dang, 2021). The integrity and dependability of the writer shape readers viewpoints and build their trust with the writer.

Pathos

In addition to ethos, the agency also employs the rhetorical allure of pathos on its webpage. The main objective of pathos is to captivate the feelings and sensations of the reader (Han et al., 2019). The earmarked audience for the article is caregivers, and the CDC intrigues them to a great extent. The CDC aims to draw optimistic emotions from its audience despite the article being about a disorder. Parents are given hope that they can enhance their relationship with their children while reading the article. The webpage has a picture that displays children smiling while interacting with the medical personnel (CDC, 2022). Parents seek their childs well-being and will be drawn to the article to find out the contributing factor to those childrens happiness. Furthermore, the use of exclamation marks when providing the option of accessing help draws feelings of urgency from the reader (CDC, 2022). The caregiver will know that getting aid is of significance to the child. A picture of children bouncing on inflated balls enables the reader to visualize the hyperactivity of children with ADHD (CDC, 2022). The CDC identifies with the caregivers emotions, solidifying their trust.

Logos

Consequently, the CDCs webpage utilizes the logos appeal to capture the readers interest. Logos fascinate the readers through providing information and data-backed research and focuses on appealing to their rationality (Han et al., 2019). The article provides the reader with facts and useful insights about ADHD. Firstly, there is a comprehensive description of ADHD using simple terms. Secondly, the article provides the different kinds of ADHD and describes how they manifest in an individual (CDC, 2022). Thirdly, the diagnosis, treatment, and coping strategies of ADHD are provided. Fourthly, the webpage gives caregivers instructions on how to get aid and the places to go to for further help (CDC, 2022). The CDCs article on ADHD goes an extra mile to clear misconceptions about the ailment. For instance, some people believe that high levels of sugar consumption, sedimentary lifestyles, and socio-economic status contribute to ADHD (CDC, 2022). Such beliefs have no scientific proof and mislead the public, affecting the well-being of children with ADHD. The CDC uses logic to stimulate the readers to think, challenge their perspectives, and reshape their distorted views on ADHD, enhancing the health of children with ADHD.

Conclusion

The CDCs webpage on ADHD sufficiently employs ethos, pathos, and logos rhetoric allures to keep readers glued to their article. The CDC is empowered by the state to act on its behalf in promoting health in the USA. Additionally, the management, reference list, writers, and the backing of other illustrious institutions enhance the credibility of the information on the webpage. The pathos appeal is centered on the emotive aspect of the reader. The CDC uses pictures of children to capture the caregivers attention and words that inspire hope to evoke optimistic feelings. The article uses logic to intrigue the readers rationale and challenges their perspective on ADHD. Using the logos, ethos, and pathos flatulent allures enables the CDC to gain the readers attention and keep them fascinated to finish the entire article.

References

CDC. (2022). ADHD in the classroom. Centers for Disease Control and Prevention. Web.

CDC. (2022). Learn about attention-deficit / hyperactivity disorder (ADHD). Centers for Disease Control and Prevention. Web.

Han, H., Shin, S., Chung, N., & Koo, C. (2019). Which appeals (ethos, pathos, logos) are the most important for Airbnb users to booking? International Journal of Contemporary Hospitality Management, 31(3), 12051223. Web.

Obale, C. E., & Dang, V. O. (2021). Restructuring of CDC and labor-related CSR: ambivalent application of CSR in a state-owned enterprise. International Journal of Managerial Studies and Research, 9(4), 4866. Web.

Hidden Dangers of Attention Deficit Hyperactivity Disorder Medications

Unfortunately, there is still a no better and more effective treatment for attention deficit hyperactivity disorder than medications. Such stimulants as methylphenidate and dextroamphetamine allow people with ADHD to control their symptoms like hyperactivity, impulsiveness, and distractibility. However, many researchers and ordinary people are concerned with the hidden dangers of ADHD medications and doubt that the result is worth the long-term risks. The purpose of this paper is to discuss these possible dangers and various side effects.

To begin with, the hidden risks of using ADHD stimulants among adults include high blood pressure, heart disease, and irregular heartbeat, while other medications (not stimulants) may also result in seizures. Combination medications like amphetamine, lisdexamfetamine, or dexmethylphenidate tend to speed up a patients heart rate and raise their blood pressure, which may lead to further problems (Bhandari, 2021). The side effect of atomoxetine (a non-stimulant drug) is linked to irregular heartbeats and seizures, so persons with a history of these issues should be careful with treating their ADHD and avoid this medication. Further, since ADHD drugs include strong substances, there is a risk of misusing them and developing an addiction, which is another possible long-term effect.

The hidden dangers of childrens ADHD medications involve completely different symptoms. For example, during the process of a medical worker regulating the dosage or the type o medication, a child may experience harmful or uncomfortable side effects. They include irritability, moodiness, tics, rebound, stomachaches, headaches, delayed growth, decreased appetite, and sleep problems (Boorady, n.d.). Some of these problems appear due to the fact that the prescribed medication works longer than necessary and interrupts other processes in the childs organism. Another reason is that it usually takes up to a month for the body to adapt to medications, and it may react with headaches or other signs. Thus, even though ADHD medications are effective, one should be aware of the hidden dangers and decide what is best for themselves.

References

Bhandari, S. (2021). Long-term risks of adult ADHD medications. WebMD. Web.

Boorady, R. (n.d.). Side effects of ADHD medication. Child Mind Institute. Web.