Category: ADHD

This is a systematic review of quantitative research studies and occupational therapy interventions for children with Attention Deficit Hyperactivity Disorder (ADHD). Firstly, Nielsen et al. (2017), provide a short introduction to the prevalence, symptomatology, and treatment of school-aged children with ADHD. ADHD is a chronic neurodevelopment disorder that affects 11% of children in the U.S. and has an estimated economic impact of 200 billion per year (Nielsen et al., 2017). One of the standard treatment options is occupational therapy, which addresses the patients cognitive, motor, and sensory skills during everyday occupational performance. The authors believe that this article is necessary because there has been no systematic examination and comparison of occupational therapy interventions for children with ADHD.

Secondly, Nielsen et al. (2017), present the methodology used for this systematic review. Key subject terms and words were entered into appropriate databases such as OT Search and the Cumulative Index of Nursing and Allied Health Literature (CINAHL). Out of 593 articles published between 2005 and 2015, fourteen met the criteria for the full review. The authors then summarize the article results after dividing them into the fields of cognition, motor, sensory, and play (Nielsen et al., 2017). While the interventions were effective, they have not yet become part of the standard procedure because of certain limitations regarding study design and outcome measures. Many of them lack generalizability because of small sample sizes and lack of randomization or control groups. Nielsen et al. (2017), conclude with a recommendation for more robust research that would produce verifiable, replicable, and generalizable results. In conclusion, this article successfully identifies the weaknesses and strengths of current research on the effectiveness of occupational therapy interventions for children with ADHD.

Reference

Nielsen, S. K., Kelsch, K., & Miller, K. (2017). Occupational therapy interventions for children with Attention Deficit Hyperactivity Disorder: A systematic review. Occupational Therapy in Mental health, 33(1), 70-80. Web.

Patient

Introduction: patient care practice

The issue of ADHD and its relation to food has been a concern for quite a while. In their recent study, Plesser et al. (2008) have raised the topic in question once again. According to the outcomes of the study, the daily intake of food must be controlled in ADHD patients so that no deterioration of their health status should occur. However, because of the lack of courses on specific factors, the study could use some improvements.

The significance of change

The importance of change cannot be underrated. Unless an alteration of the research course takes place, the synapse between food and ADHD progress will remain obscure. To be more specific, certain factors must be isolated and studied closer.

Intervention

At present, there is an obvious necessity for a change in the research design, as well as the nursing approach chosen for addressing the issue. Although the overall course for the intervention has been going in the right direction, the study needs to be geared towards less biased research with a better focus on the significance of specific factors in enhancing the possibility of ADHD, such as color additives.

Comparison

Alternative A: synthetic color additives

According to the existing studies, there are other ways of looking at the subject matter. For instance, some researches point to the necessity to evaluate the effects of synthetic color additives on the development of ADHD (Sonuga-Barke et al., 2013). Other articles mention the possibility for integrating the factor of RED (Rommelse & Buitelaar, 2013) and low-IgG (Plesser et al., 2011) foods into the study, therefore, making a strong statement concerning the negative effects of artificial food (Kleinman, Brown, Cutter, DuPaul, & Clydesdale, 2011) on the development of ADHD in children.

Alternative B: a rating scale

It should also be noted that some research participants may be unwilling to reveal the actual data concerning their diet. The specified phenomenon may occur especially in the setting that involves interviewing the parents of young participants. Herein the need to incorporate a rating scale that will provide objective, though somewhat vague data emerges (Skokauskas, McNicholas, Masaud, & Frodl, 2011).

Outcome

Expected outcomes of change

It is expected that the effects of color additives on ADHD development will be proven. Specifically, group B is expected to display considerable progress in ADHD treatment. Moreover, a significant increase in positive emotions is also viewed as possible (Skokauskas et al., 2011).

Significance of change to nursing practice

The change may have major effects on the nursing practice. To be more exact, the dietary principles of ADHD patients treatment may be altered. Specifically, the exclusion of food containing synthetic coloring additives and inclusion of natural products into the ADHD patients meals is expected.

Time

Plan for change implementation

It is expected that new theories concerning the significance of factors such as RED should be tested. Thus, it is suggested that the additional analysis of the factors involved should be followed by forming the groups of participants, who will be observed over the course of the research. In the process, Group A will be provided with regular food, whereas Team B will be supplied with food that is rich in IgG and low in RED and synthetic color additives. The observation will supposedly take around six weeks, whereas the analysis of results will be carried out in a week.

Schedule and further suggestions

It should be noted that time is of the essence in the specified setting. Therefore, it is desirable that the research should take around a month. Thus, the data retrieval should be carried out within the first several weeks. The incorporation of a rating scale in the research design is bound to help conduct the basic mathematical analysis.

Reference List

Kleinman, R. E., Brown, R. T., Cutter, G. R., DuPaul, G. J., & Clydesdale, F. M. (2011). A research model for investigating the effects of artificial food colorings on children with ADHD. Pediatrics, 127(6), 15751584.

Plesser, L. M. J., Franken, K., Toorman, J., Savelkoul, H. F., Dubois, A. E., Pereira, R. R.,&. & Buitelaar, J. K. (2011). Effects of a restricted elimination diet on the behaviour of children with attention-deficit hyperactivity disorder (INCA study): a randomised controlled trial. Lancet, 377(9764), 494503.

Plesser, L. M. J., Frankena, K., Toorman, J., Savelkoul, H. F. J., Pereira, R. R., & Buitelaar, J. K. (2008). A randomised controlled trial into the effects of food on ADHD. European Child & Adolescent Psychiatry, 18(1), 1219.

Rommelse, N. & Buitelaar, J. (2013). Is there a future for restricted elimination diets in ADHD clinical practice? European Child & Adolescent Psychiatry, 22(4), 199200.

Skokauskas, N., McNicholas, F., Masaud, T., & Frodl, T. (2011). Complementary medicine for children and young people who have attention deficit hyperactivity disorder. Current Opinion in Psychiatry, 24(4), 291300.

Sonuga-Barke, E. J. S., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M.,& & Sergeant, J. (2013). Nonpharmacological interventions for ADHD: Systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170(3), 275289.

The issue of mental health in university learners is rarely brought up, yet it has a tangible effect on the target audiences health and ability to learn. In the context of a university, the adverse effects of ADHD and other mental health issues faced by students multiply. Due to the increased workload, the vast amount of materials to study, and the resulting stress, students mental health issues are likely to aggravate. ADHD intensifies with the rise in the levels of stress, as a recent study indicates (Lahav, Ben-Simon, Inbar-Weiss, & Katz, 2018). In turn, the current level of awareness concerning the problems of mental health and ADHD is drastically low in university students.

A recent study has problem that the reality of ADHD and other mental health concerns in university srudents is much more complicated than it might seem at first glance. The study by Lee and Jung (2018) points to the fact that the introduction of innovative tools for controlling the levels of stress in university students and educating them about the need to consider their mental health more seriously produces a positive effect. Namely, the paper by Lee and Jung (2018) approves of the DeStressify application as the means of reducing the amount of stress faced by university students.

Nevertheless, even with the introduction of the specified apps, the level of awareness and the general mental health literacy rates are drastically low in university students presently. Reports prove that the vast majority of students are unaware of the threats that the rapid increase in workload and information to be processed has on their emotional, mental, and physical well-being (Bruffaerts et al., 2018). Therefore, the problem of mental health must be taken more seriously in universities.

Narrowing down the issue of mental health in university students, one should pay particular attention to the problem of ADHD. Research indicates that the university setting with the rapid increase in workload and the amount of materials to study creates a perfect breeding ground for the development of panic attacks, ADHD, and other mental health issues in unprepared learners (Harrer et al., 20-19). Moreover, outcomes of scientific analyses prove that the increase in the levels of ADHD in students at the university reduces their quality of life, hence a drop in motivation and the ability to acquire the needed knowledge and skills (Grégoire, Lachance, Bouffard, & Dionne, 2018). Therefore, unless the problem of ADHD in university students is addressed, it jeopardizes their ability to study.

For the reason described above, ADHD has to be recognized as a topical and tangible problem for university students. In order to address it, a comprehensive mental health program aimed at managing stress and mental health issues in the university context is required. The program will allow students to learn more about the effects that ADHD has on their mental well-being, as well as introduce learners to the resources and strategies for managing their ADHD. Furthermore, the specified information will also be useful for educators as the guidance in shaping the teaching material to reduce the extent of stress and anxiety experienced by learners.

Building awareness among university students and staff members about the threat of ADHD and other mental health issues in learner sis essential since the specified concern causes a variety of side effects and reduces students ability to learn effectively. Moreover, the inability to manage the increasing ADHD and other mental health problems will entail the development of chronic disorders that will affect the quality of students lives in the future. Thus, creating a viable tool for building awareness and offering learners the needed resources is crucial.

References

Bruffaerts, R., Mortier, P., Kiekens, G., Auerbach, R. P., Cuijpers, P., Demyttenaere, K.,& Kessler, R. C. (2018). Mental health problems in college freshmen: Prevalence and academic functioning. Journal of Affective Disorders, 225, 97-103.

Grégoire, S., Lachance, L., Bouffard, T., & Dionne, F. (2018). The use of acceptance and commitment therapy to promote mental health and school engagement in university students: A multisite randomized controlled trial. Behavior Therapy, 49(3), 360-372.

Harrer, M., Adam, S. H., Baumeister, H., Cuijpers, P., Karyotaki, E., Auerbach, R. P.,& & Ebert, D. D. (2019). Internet interventions for mental health in university students: A systematic review and metaanalysis. International Journal of Methods in Psychiatric Research, 28(2), e1759. Web.

Lahav, O., Ben-Simon, A., Inbar-Weiss, N., & Katz, N. (2018). Weekly calendar planning activity for university students: comparison of individuals with and without ADHD by gender. Journal of Attention Disorders, 22(4), 368-378.

Lee, R. A., & Jung, M. E. (2018). Evaluation of an mHealth App (DeStressify) on university students mental health: pilot trial. JMIR Mental Health, 5(1), e2. Web.

Introduction

The condition known as attention-deficit/hyperactivity disorder (ADHD) is a complex issue characterized by specific symptoms. They differ depending on the variety and, therefore, are frequently referred to as ADHD-inattentive or ADHD-hyperactive-impulsive (Attention-deficit/hyperactivity disorder, 2016). Both health problems are distinguished by cognitive impairment resulting in ones inability to manage their time and the tasks which should be performed (Attention-deficit/hyperactivity disorder, 2016).

Even though they seem to be similar at first glance, the principal difference between them is not only in particular signs but also in the fact that the former represents the latters cause. Therefore, it is vital to consider the interrelation between these states in order to highlight the importance of ADHD-inactive diagnosis for the prevention of the mentioned complications.

Main body

It is critical to understand the manifestation of the specified ADHD-types to demonstrate the cause and effect relationships between them. Hence, the initial condition, which evokes the concerns of healthcare specialists, is ADHD-inattentive. Its principal symptoms include the lack of attention towards details, the inability to concentrate on a subject for an extended period of time, and difficulty listening to other people (Attention-deficit/hyperactivity disorder, 2016).

These signs are complemented by the failure to understand instructions at school or organize belongings and the avoidance of chores requiring mental effort (Attention-deficit/hyperactivity disorder, 2016). They are seen in children from early years and can sometimes be neglected, which, in turn, results in the progression of the condition and its transformation into other forms.

In other words, the ADHD-inattentive is reflected in the lack of persistence and focus on tasks, which leads to overall disorganization. Therefore, it is no wonder that this health issue makes people suffer from the inability to fulfill societal expectations and serves as a source of continuous stress. In this way, it can be concluded that subsequent complications represented by ADHD-hyperactive or ADHD-impulsive forms are patients response to inattentiveness. Thus, for example, the formers principal symptom is ones inability to sit still, and it derives from the lack of focus (Attention-deficit/hyperactivity disorder, 2016).

When complemented by the habit of talking non-stop and interrupting other people resulting from the attempts to compensate for disorganization, this state presents a barrier to successful communication (Attention-deficit/hyperactivity disorder, 2016). Therefore, the ADHD-hyperactive is related to the conditions inattentive form since it is one of its possible complications.

Another type of problems stemming from the initial mental health issue, which is the lack of concentration and organization, is impulsiveness. This outcome is also related to ADHD since the tendency to make hasty decisions in a person positively correlates with the inability to use critical thinking for a proper assessment of one or another situation (Attention-deficit/hyperactivity disorder, 2016). From this perspective, the impulsive form of ADHD is more severe than hyperactive and also results from ADHD-inattentive. It prevents people from normal functioning in the decision-making process and thereby implies the long-term adverse consequences regarding socialization. As for the link between this problem and the initial state described above, it is explained by the dependence of the correctness of ones choices on the ability to concentrate.

Conclusion

In conclusion, the cause and effect relationship between ADHD-inattentive and ADHD-hyperactive-impulsive is conditional upon the formers role in the latters emergence. These consequences can be viewed as the outcome of stress evoked by the inability to concentrate and organize tasks and belongings. Thus, constant fidgeting and talking non-stop alongside making wrong decisions due to poor critical thinking skills occur due to inattention and, therefore, it should be timely diagnosed.

Reference

Attention-deficit/hyperactivity disorder. (2016). National Institute of Mental Health. Web.

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent childhood chronic condition with various implications on an individuals behavior, impulsiveness, and self-control. Although ADHD is classified as a neurodevelopmental disorder, it is not a disability as individuals can adopt unique management approaches to address the implications of condition and avoid negative outcomes. Over the years, scientists have developed several solutions to address issues associated with ADHD and its effects in children, particularly in educational settings. However, non-pharmacological solutions prove to be more effective and reliable in managing various mental conditions with high success levels. In particular, color therapy has gained ground over other solution used to manage ADHD because it adopts a naturalistic approach that is easier to incorporate into a childs routine. Therefore, the following essay discusses the influence and effects of color on children diagnosed with ADHD and its effectiveness in adjusting these childrens attention to help them get along with their peers.

What is Color Therapy?

Color therapy, color psychology, or chromo therapy is a contemporary non-invasive and non-therapeutic approach recommended for managing the effects of mental health conditions like ADHD. Chromo therapy generally uses colour and light to treat mental health conditions on the basis that colors have an inherently positive and some negative impacts on various parts of the body¹. Color therapists propose that colors can help mend and reconnect neurotransmitter pathways in the brain and thus, promote healing as long as an individual is exposed to the right combination of colors². That being said, when a child with ADHD is exposed to the correct combination of colors, they can find certain tasks easier to accomplish, which enhances their engagement and gives them joy in learning. Color therapy is a practice that has existed for centuries as its roots can be traced back to Ancient Egypt and China, where healers put people in rooms made out of coloured glass to tap into their therapeutic benefits³. Nevertheless, the approach is yet to be accepted as a standard form of therapy in Western medicine due to limited research pertaining to the mode of action and healing properties.

Applying Colour Therapy to Improve Attention and Learning in Children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a common condition during the onset of childhood, characterized by decreased levels of attention, impulsiveness and over activity. As a result, children with ADHD experience difficulties in sustaining their attention for prolonged periods, which also manifests as an inability to protect their immediate intentions from distractions⁴. In other words, children with ADHD occasionally forget what they are supposed to do and may fail to complete their tasks within the given time. The effects of ADHD are more visible when a child with the condition engages in monotonous or repetitive tasks like writing and reading passages⁵. Moreover, they exhibit high error rates when performing these activities compared to normal children, which often gets in the way of their learning development. However, color therapy has emerged as an effective solution to dealing with the issues associated with ADHD as colors evoke varying responses from individuals⁶. Thus, it is a safe and unique solution to managing the implications of ADHD.

The application of color therapy to manage ADHD symptoms relies on the notion that every color on the light spectrum has a distinctive wavelength and vibration. These qualities translate into fields of energy or electrical impulses that affect body functions by targeting neurons in the brain⁷. As a result, they can influence individuals thoughts and emotions. In particular, studies demonstrate that colors can initiate feelings of excitement, joy, inspiration and calmness⁸. However, colors are also associated with negative outcomes like anxiety, and tension, meaning that it is crucial to observe recommendations and guidelines provided by evidence-based research during color therapy⁹. Color therapy is recommended for children because they are more sensitive and responsive to colors. Hence, the short-term and long-term effects are notable, which creates room for continuous evaluation and adoption of better strategies. Therefore, chromo therapy can assist children with ADHD to increase their productivity by facilitating calmness and a clear mindset to focus on the tasks ahead without paying attention to environmental distractions.

Several studies support that color therapy has a positive effect on children diagnosed with ADHD. Researchers claim that the use of color saturation to manage ADHD cases in educational institutions improves hand writing skills and allows children to regulate their attention due to cortical activation mechanisms¹⁰. As a result, researchers propose using colored papers in assignments on students with comorbid ADHD. Similarly, another study established that color stimulation modules can improve childrens attention span and improve their performance in spelling tests and letter recognition, especially when letters and numbers are written in bold color formats¹¹. Moreover, color formats enhance childrens memory more than animations or non-color changes when a child is exposed to the information multiple times¹². Therefore, scientists propose using colors in identified ADHD cases as it can enhance learning abilities and the value of education. Nevertheless, taking note of what colours to use and various blends can help educators achieve more certain and positive results.

Child development researchers suggest that different colours can be used for different purposes. Nevertheless, colors that carry a positive effect also have the potential to result in negative reactions. Being exposed to excess stimuli can affect a childs heart rate, blood pressure, breathing patterns, and muscle tension. Similarly, insufficient exposure can lead to sleeplessness, emotional reactions, nervousness, and diminished concentration which might aggravate ADHD symptoms¹³. Thus, it is critical to establish a neutral and balancing effect during chromo therapy to avoid results that contradict expectations. For example, when an active child is exposed to an energetic color like red, they might become more active and the activity may persist throughout the day, which can adversely influence their ability to concentrate in class, deliver on assignments, and relate with others¹⁴. Thus, it would be appropriate to expose an unusually active and energetic child to purple, blue, or green colors as they can alleviate restlessness and facilitate calmness. That being said, understanding the effects of different colors on brain activity and emotions can help parents and educators to prepare children with ADHD for effective learning activities and valuable interactions.

Red is a color that is associated with a strong stimulus because of its dominance over other colors. According to scientific research, red has a higher stimulating effect on visual activities and the functions of the autonomic nervous system than other colors. Red is also an ambiguous color that distorts other colors since the eye must focus more to see the color. As a result, scientists do not recommend using red to paint walls in childrens classrooms¹⁵. However, the ambiguity and dynamism of the color can be reduced by mixing it with white and pink to achieve a softer undertone. Similarly, educators and designers can take advantage of the colors warm effect to use it as an accent in rooms¹⁶. Given the qualities of the color, it is not advisable to use intense shades of red in rooms where children with ADHD play, sleep, or study, since it can have a negative effect on their emotions or mental processes and interfere with their learning abilities.

On the other hand, blue is the opposite of red in all aspects. Blue is wet and transparent while red appears dry and opaque. The cold and comforting attributes of the color are regarded as psychologically beneficial because they can evoke feelings and emotions of satisfaction, comfort, and contentment¹⁷. In contrast to the implications of red, blue can reduce body temperature, pulse rate, and blood pressure. As a result, blue is recommended for vibrant childrens study and play rooms due to its calming effect. Yellow is also another color recommended for chromo therapy because it shares some of the positive attributes of blue. Yellow is a joyous color that is full of fun and inspiration¹⁸. Moreover, it radiates warmth and is pleasing to the eye, allowing it to have a more refreshing effect on thoughts and emotions than red. As a result, yellow is recommended for chromo therapy because it has an impact on childrens memory, attention, and motivation. Nevertheless, intense yellow colors are associated with anger and tension. Therefore, it is advisable to use lighter shades of yellow and blue on children with ADHD since it can facilitate positive feelings and more control.

Green is also recommended for children diagnosed with ADHD because of its calming effect. Green light reduces pressure and has a soothing effect due to its action on the nervous system. However, researchers suggest that green is most effective for color therapy when blended with shades of yellow as it brings clarity to the mind¹⁹. Therefore, green can be used in childrens educational settings and on their writing materials to help them settle and focus more on their work. Even so, it is advisable to take advantage of the serenity of all these colours, including pink, violet, orange, and brown, which also have beneficial neurological qualities²⁰. Particularly, adopting color therapy solutions on children with ADHD can significantly reduce its manifestation and help them achieve higher levels of control. Subsequently, they will be able to focus on their studies and get better grades.

Conclusion

ADHD is closely associated with learning disability due to its destructive implication on child development and learning. However, it is crucial to note that learning disability only manifests in children with the condition since it interferes with their focus. Thus, children with ADHD do not necessarily have learning disability. Even so, children with ADHD can find it difficult to concentrate and progress in various activities like other children. However, color therapy has proved to be a versatile tool in helping manage these conditions and improving educational outcomes. According to scientific studies, different color shades can elevate moods and initiate processes in the neurological system. Particularly, researchers recommend using light colors and less ambiguous colors like blue, yellow, green, pink, and light shades of purple to create a serene environment where learners with ADHD can control their emotions, reduce impulsive behaviors, and concentrate on their tasks.

Bibliography

Abdurakhmanovna, Musaeva Dilfuza. Non-traditional methods in speech therapy assistance to preschoolers with speech impairments. International Journal on Integrated Education 4, no. 2: 367-369. Web.

Attia, Dalia Fouad Mahmoud. The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction). International Journal of Design and Fashion Studies 3, no. 1 (2020): 6-9.

Azeemi, Samina T. Yousuf, Hafiz M. Rafiq, Iram Ismail, Syeda Rabab Kazmi, and Ameena Azeemi. The mechanistic basis of chromotherapy: Current knowledge and future perspectives. Complementary therapies in medicine 46 (2019): 217-222. Web.

Bélanger, Stacey A., Debbi Andrews, Clare Gray, and Daphne Korczak. ADHD in children and youth: Part 1Etiology, diagnosis, and comorbidity. Paediatrics & child health 23, no. 7 (2018): 447-453. Web.

Garcia, Sydney. Chromolume: A Study of How Colored Lights Inform Natural Healing Practices Through Architecture. (2019).

Gupta, Rakesh. Color therapy in mental health and well being. International journal of all research education and scientific methods (IJARESM), ISSN (2021): 2455-6211.

Hart, Jane. Chromotherapy: Color and Light Therapies May Benefit Health. Integrative and Complementary Therapies 28, no. 2 (2022): 104-106. Web.

Ifdil, Ifdil, Rima Pratiwi Fadli, Nilma Zola, Lira Erwinda, A. Sari, Elfi Churnia, Itsar Bolo Rangka et al. Chromotherapy: An alternative treatment for mathematics anxiety among elementary school students. In Journal of Physics: Conference Series, vol. 1175, no. 1, p. 012183. IOP Publishing, 2019.

Jonauskaite, Domicele, Irina Tremea, Loyse Bürki, Cécile N. Diouf, and Christine Mohr. To see or not to see: Importance of color perception to color therapy. Color Research & Application 45, no. 3 (2020): 450-464. Web.

Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.

Nejati, Vahid. Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD). Research in developmental disabilities 113 (2021): 103937. Web.

Nurliah, Nurliah, and Masni A. Karim. Effect of Green Color Therapy on Blood Pressure Reduction in Elderly With Hypertension at Dungaliyo Health Center. Journal of Community Health Provision 2, no. 1 (2022): 42-48.

Tamamm, Dalia Hassan, Ezzat Abd Elmoniem Morghany, and Khaled Salah Abdelmagid. Supportive design: Therapeutic effects of color and light of inpatient spaces. International Design Journal 12, no. 4 (2022): 55-64.

Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. Emotion Detection as a Supportive Tool in Color Therapy. In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.

Prayoga, Muhammad Wisnu, and Ns Margiyati Margiyati. Application of blue color therapy to reducing stress levels in the elderly in the area Puskesmas Rowosari Semarang. International Journal Of Health Science 1, no. 3 (2021): 49-56.

Footnotes

• 1 Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. Emotion Detection as a Supportive Tool in Color Therapy. In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.
• 2 Jonauskaite, Domicele, Irina Tremea, Loyse Bürki, Cécile N. Diouf, and Christine Mohr. To see or not to see: Importance of color perception to color therapy. Color Research & Application 45, no. 3 (2020): 453.
• 3 Tamamm, Dalia Hassan, Ezzat Abd Elmoniem Morghany, and Khaled Salah Abdelmagid. Supportive design: Therapeutic effects of color and light of inpatient spaces. International Design Journal 12, no. 4 (2022): 55-64.
• 4 Nejati, Vahid. Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD). Research in developmental disabilities 113 (2021): 103937.
• 5 Bélanger, Stacey A., Debbi Andrews, Clare Gray, and Daphne Korczak. ADHD in children and youth: Part 1Etiology, diagnosis, and comorbidity. Paediatrics & child health 23, no. 7 (2018): 450.
• 6 Attia, Dalia Fouad Mahmoud. The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction). International Journal of Design and Fashion Studies 3, no. 1 (2020): 7.
• 7 Palsa, J., J. Hurtuk, E. Chovancova, and L. Vaniscak. Emotion Detection as a Supportive Tool in Color Therapy. In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA), pp. 287-292. IEEE, 2021.
• 8 Ford-Martin, Paula. Color therapy. (2020).
• 9 Attia, Dalia Fouad Mahmoud. The impact of the color schemes in the interior design on some groups of special needs children (autism, hyperactivity and distraction). International Journal of Design and Fashion Studies 3, no. 1 (2020): 6-9.
• 10 Garcia, Sydney. Chromolume: A Study of How Colored Lights Inform Natural Healing Practices Through Architecture. (2019).
• 11 Ifdil, Ifdil, Rima Pratiwi Fadli, Nilma Zola, Lira Erwinda, A. Sari, Elfi Churnia, Itsar Bolo Rangka et al. Chromotherapy: An alternative treatment for mathematics anxiety among elementary school students. In Journal of Physics: Conference Series, vol. 1175, no. 1, p. 012183. IOP Publishing, 2019.
• 12 Hart, Jane. Chromotherapy: Color and Light Therapies May Benefit Health. Integrative and Complementary Therapies 28, no. 2 (2022): 105.
• 13 Azeemi, Samina T. Yousuf, Hafiz M. Rafiq, Iram Ismail, Syeda Rabab Kazmi, and Ameena Azeemi. The mechanistic basis of chromotherapy: Current knowledge and future perspectives. Complementary therapies in medicine 46 (2019): 219.
• 14 Gupta, Rakesh. Color therapy in mental health and well being. International journal of all research education and scientific methods (IJARESM), ISSN (2021): 2459.
• 15 Abdurakhmanovna, Musaeva Dilfuza. Non-traditional methods in speech therapy assistance to preschoolers with speech impairments. International Journal on Integrated Education 4, no. 2: 368.
• 16 Ibid.
• 17 Prayoga, Muhammad Wisnu, and Ns Margiyati Margiyati. Application of blue color therapy to reducing stress levels in the elderly in the area Puskesmas Rowosari Semarang. International Journal Of Health Science 1, no. 3 (2021): 51.
• 18 Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.
• 19 Nurliah, Nurliah, and Masni A. Karim. Effect of Green Color Therapy on Blood Pressure Reduction in Elderly With Hypertension at Dungaliyo Health Center. Journal of Community Health Provision 2, no. 1 (2022): 46.
• 20 Martel, Anadi. Light Therapies: A Complete guide to the healing power of light. Simon and Schuster, 2018.

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is a common brain disorder that can normally be found in children, but people of all ages can suffer from it. ADHD is a neurobehavioral developmental disorder. According to medical practitioners, this disorder usually affects the brain areas that are responsible for planning, thinking, and concentrating. Scientists have been unable to come up with a treatment for ADHD (Reid & Johnson, 2012). However, doctors have come up with drugs that can help manage the effects of the disease.

The children with this disorder are easily distracted. In addition, they are impulsive and hyperactive, which makes them impatient. It is important to know the needs of children like Lucas and decide upon the necessary modifications to accommodate them comfortably in the classroom (Reid & Johnson, 2012). Lucas is very emotional and likes the teachers attention. He also requires frequent breaks in between the class hours.

Needs

It should be noted that Lucas needs special attention from the teacher, as he is very emotional. The boy should be tolerated, supported and encouraged more than usually. An important issue is to keep him disciplined in a positive way whenever he is doing wrong (Rief, 2005). At the same time, the teacher should congratulate Lukas when he does something good. Thus, the boy needs a close supervision with simple rules, which he can easily follow.

Lucas teacher should avoid expecting too much from him because of his special needs and must help him discover and grow his talents. It is important to involve the boy into co-curriculum activities, as this will assist him in concentrating better in class. Therefore, with the teachers help Lucas can complete assignments and other projects that he undertakes in the classroom. Finally, the teacher should be knowledgeable about ADHD (Rief, 2005).

Accommodation and Modification

Task Duration

Children with ADHD can only concentrate for a short period of time. So, Lucas should be given short tasks that do not require a lot of time to complete. The teacher should break up long assignments into smaller manageable tasks. Needless to say, the boy should get enough time to complete such tasks with breaks in between.

Classroom setup

From the above discussion, it is evident that the children with ADHD can be easily distracted by the activities happening outside the classroom. It is significant that Lucas be seated in front of the classroom far from all the windows. It is better to schedule academic activities during the morning hours because his ability to handle tasks effectively worsens over the course of the day (Rief, 2005). Nonacademic activities should be scheduled in the afternoons and the teacher should ensure that all activities types are fun. This will help him be more interested in class. The teacher should carefully structure lessons to accommodate the needs of Lucas.

Rule Reminders and Visual Cues

One should keep in mind that the students with ADHD should receive clear instructions from the beginning that are easy to follow. Visual cues could be used where necessary to help him follow the lesson topics discussed in class. Hence, it clearly appears that such cues should be located at strategic places in the classroom, which will encourage Lukas to follow instructions to the latter (Reid & Johnson, 2012).

References

Reid, R., & Johnson, J. (2012). Teachers guide to ADHD. New York, NY: Guilford Press.

Rief, S. F. (2005). How to reach and teach children with ADD/ADHD practical techniques, strategies, and interventions. San Francisco, CA: Jossey-Bass.

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is an immensely significant problem for the suffering children in the domain of education. This psychiatric disorder hurdles the learning of an adolescent by negatively impacting on the capacity to concentrate or focus during the process of learning. Children with ADHD find it difficult to cope up with the lecture or any teaching delivered in a class in contrast to normal children in schools and classrooms. Teachers treat each student on a similar scale based on which the student has ADHD if a student has not been identified as a patient of ADHD suffers. This paper focuses on the explication of the observation of a classroom in which children with ADHD were being taught. It also provides a brief overview of ADHD and presents briefly analyzed summary of some journal articles regarding ADHD in children.

Attention Deficit Hyperactivity Disorder

ADHD is a common neurobehavioral disorder, which typically incurs in early childhood, and it could continue to have an impact until adulthood. Children who have ADHD find it significantly difficult to remain attentive in the class or any activity that requires attention. These children mostly trouble controlling impulsive behaviors and also find it hard to get control over their elevated level of activity. A child suffering from ADHD could exhibit certain behavioral differences such as poor memory, daydreaming, excessive talking, and inability to understand risks associated with certain actions, unsocial attitude, and even squirming. These are symptoms, which are commonly associated with children having ADHD. The common causes of this neurobehavioral problem are found to be present in the genetics of a child. Other than genetics, injury in the brain, premature delivery of a child, and low weight on birth is considered to be the main causes of ADHD in children. This disorder is normally treated with a combined treatment of medication and behavioral therapy (Centers for Disease Control and Prevention, 2013).

Observation Report

For this observation report of a classroom where children with ADHD were thriving to learn with concentration and focus by the assistance of teachers and management was observed and analyzed, which will be described in the following lines. During the whole period of observation, there was a total of 17 children from which 6 of them were females, and the remaining 11 were boys. It has been observed that the average age of these children was nearly ten years. Moreover, amongst these children, the youngest child was eight years old, and the oldest was 11 years old. 13 children of 17 were diagnosed with ADHD, from which eight children were male. There were 5 hours of academic timings for the students from which they attended 4 hours in learning the theoretical subjects, the half-hour was for food, and the remaining half hour was associated with sports or other physical activities by which these students can be reenergized.

Each student in the classroom was dealt on the individual level due to the specially trained teachers to help children having ADHD. Each teacher of the classroom was specially trained with an especially designed behavioral course by which their teaching skills became well concordant to the needs of children having ADHD. The use of visual aids in most of the conceptual learning was tremendously helpful for children in addition to their attention and attraction towards the topic. To help them focus on the studies in the classroom, the environment of the classroom was deliberately more interactive than a normal class. It is understood that the interaction between teachers and students could lead to a better understanding of problems and ways to deal with them. The interactive environment of the class also increases the intensity of concentration of children with ADHD in the classroom, which they feel trouble within any normal classroom.

The use of multimedia and large projections was also observable because these aiding instruments play a significantly important role in teaching children with ADHD in a controlled environment i.e., classroom. Each student had a distinct mental level based on which teachers were dealing with every student on an individual level in an extraordinary polite manner. Another important observation in the classroom, which is not very usual in orthodox classrooms, is the arrangement of seats on which students were present. The sitting arranges of students was organized in a circular manner, which made each student have a clear and direct look at the teacher. With the help of sitting arrangement in a circular way, which seemingly resembled a conference hall, each student acted in a more attentive manner towards the teacher and subject being taught.

The over-talkative nature or it must be said that an extremely effective strategy tackled symptoms by teachers. Teachers were delivering information about the topic in an immensely amicable manner, which created a free of stress environment of the classroom. This amicable environment could be a distraction for children having ADHD in their process of learning. Still, the active way of discussion, which was constantly posed towards students by teachers, kept the students attentive and discussions helped them to cope up with the urge to talk sufficiently. Lastly, there was a 30 minutes session each day in which a therapist used to treat the children with ADHD with the help of behavioral therapy. In addition to this, teachers were also aware of the medical condition of children based on which they were told to medicate students if they require in cases such as hyperactivity leading to a fight between two students. Children with ADHD often distracts more than normal children. The amiability of environment and interactive sessions proved to harm students. However, the training of teachers and their involvement in strategy formulation with a focus on students with ADHD can yield better learning in the classroom.

Review of Articles

Peer Victimization in Children with Attention-Deficit/Hyperactivity Disorder

According to a study, which was conducted in 2009, children with ADHD suffer victimization frequently more than normal children. Amongst children having ADHD, female children are the most frequently victimized students in schools. Victimization is comprised of several types in which verbal victimization, physical victimization, and relational victimization are the most common types (Wiener & Mak, 2009).

There were 104 children who were chosen for this study, and 52 children were diagnosed with ADHD. The data was collected from children, their parents, and teachers. The analysis of data proved that children with ADHD are more likely to be victims or bullies or both in contrast with normal children (Wiener & Mak, 2009). The study and observation report signifies that separate schools with specially trained teachers and staff are important for better growth of children with ADHD.

Children with Attention Deficits Concentrate Better After Walk in the Park

There is research which was conducted in the year of 2009, which shows that a twenty-minute walk in a natural setting or environment like parks is significantly useful for children with ADHD. This one week experiment shows that environments have a definite positive impact upon attention not only in normal children but also in children with ADHD (Taylor & Kuo, 2009).

Seventeen children were subjected to this study, and these children were professionally diagnosed with ADHD. Three types of environmental settings were utilized, from which two were in an organized urban setting, and one was a city (Taylor & Kuo, 2009). This research provides the grounds for the observation of school in which half-hour between the academic hours are associated with physical activities that help children with ADHD to focus and concentrate.

Distractibility in Attention/Deficit/ Hyperactivity Disorder (ADHD): The Virtual Reality Classroom

A study about distractibility in children with ADHD was conducted in 2009. This study was based on finding the impact of virtual reality classroom on the distractibility of children having ADHD. A total of 35 students were sampled from which 19 boys were diagnosed with ADHD, and the remaining sixteen male children were normal. These two groups were compared in a virtual reality classroom for a continuous performance task (Adams, Finn, Moes, Flannery, & Rizzo, 2009).

The results showed that children having ADHD were significantly more affected than the control group, which was consisting of normal children. The virtual reality classroom was proved to be more distractible for students with ADHD (Adams, Finn, Moes, Flannery, & Rizzo, 2009). However, the use of multimedia as a visual aid to teaching children with ADHD helps increase their focus and attention towards the topic, as mentioned in the observation report.

Impact of Sleep Restriction on Neurobehavioral Functioning of Children with Attention Deficit Hyperactivity Disorder

A research was conducted in 2011, which showed that restriction of sleep or voluntary sleeplessness negatively affects the neurobehavioral function of children having ADHD. The study was conducted on 43 children from whom 32 children were normal and were assigned to a control group, whereas 11 children were diagnosed with ADHD. Sleepiness, sleeping logs, and sleep of children were measured to collect data (Gruber, Wiebe, Montecalvo, Brunetti, Amsel, & Carrier, 2011).

The sleep of children with ADHD is immensely important for the betterment of their neurobehavioral function and this neurobehavioral disorder. However, children are responsible for the sleep pattern and sleep fulfillment of children having ADHD. Sleeping of children is significantly important for the successful treatment of ADHD in children (Gruber, Wiebe, Montecalvo, Brunetti, Amsel, & Carrier, 2011).

Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder

Another research regarding children with ADHD was conducted in 2009. This study was based on the psychological impacts of ADHD on children. The study was aimed to evaluate empathy in children suffering from ADHD and their social perspective. Ninety-two children were subjected to this research, where 50 were diagnosed with ADHD, and the remaining 42 were controlled sample groups (Marton, Wiener, Rogers, Moore, & Tannock, 2009). Parents of children were interviewed to collect their opinions regarding empathy, and the data showed that parents of children having ADHD believed that their children are less emphatic than normal children. However, the study proposed similar results in which children with ADHD had a lesser level of social perspective than normal children. Female children were found to be more emphatic than male subjects (Marton, Wiener, Rogers, Moore, & Tannock, 2009). The interactive environment of observed classroom signifies the importance of socialization for children with ADHD.

Conclusion

This paper presented an observation report of an experiment in which children with ADHD were taught in a special environment under the supervision of trained teachers and management staff. It also signifies some key aspects of ADHD in children under the light of several works of research.

Reference List

Adams, R., Finn, P., Moes, E., Flannery, K., & Rizzo, A. (2009). Distractibility in Attention/Deficit/ Hyperactivity Disorder (ADHD): The virtual reality classroom. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 15 (2), 120-135.

Centers for Disease Control and Prevention. (2013). Attention-Deficit / Hyperactivity Disorder (ADHD). Web.

Gruber, R., Wiebe, S., Montecalvo, L., Brunetti, B., Amsel, R., & Carrier, J. (2011). Impact of sleep restriction on neurobehavioral functioning of children with Attention Deficit Hyperactivity Disorder. Sleep , 34 (3), 315323.

Marton, I., Wiener, J., Rogers, M., Moore, C., & Tannock, R. (2009). Empathy and Social Perspective Taking in Children with Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 37(1), 107-118.

Taylor, A. F., & Kuo, F. E. (2009). Children with attention deficits concentrate better after walk in the park. Journal of Attention Disorders, 12 (5), 402-409.

Wiener, J., & Mak, M. (2009). Peer victimization in children with Attention-Deficit/Hyperactivity Disorder. Psychology in the Schools, 46 (2), 116131.

Introduction

The following are observations of Jacob, a child with attention deficit hyperactivity disorder (ADHD), which was made at Cornell Junior Public School. The school is a community-based learning institution whose functions are grounded on the cultural strengths of the surrounding community. The school was started in 1959 and has had great progress ever since it was established. It has a population of about 900 students, who comprise learners from kindergarten to sixth grade. The main philosophy of the Cornell School is to provide its students with a learning environment that is safe, supportive and secure. The school is set up in a suburban environment and it offers services, such as music nights, special events, curriculum open houses, and co-curricular programs.

Environment

Cornell Junior Public School is large and spacious enough and as a result, it can adequately accommodate its population of 900 students. The school has well-built classrooms that suit its population, which comprises students from kindergarten to sixth grade. The classrooms are also built with large windows, which ensure that the rooms are properly ventilated and well lit during the day when the teaching sessions are ongoing. The chairs in the classrooms are well designed to ensure that they are sufficiently comfortable for purposes of learning. The school also has other facilities, such as the computer lab, gymnasium, and music room, which are used for nurturing skills and talents among the students. The PCs in the computer lab are used as assistive technology to facilitate learning at the school.

Behavior Management

At Cornell School, it is the responsibility of the teachers to monitor and ensure that their students are well behaved. The teachers guide the students in classrooms during learning sessions, in the fields when they are playing, and in any other places within the school. The school has several specialized programs that are used to enhance students behaviors and their co-curricular abilities. The programs include physical education, special education, drama and music, and computer technology.

The school, due to the high number of cases of students with special needs, uses Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI) to ensure that students with special needs are properly looked after. Some of the PBIS strategies that the school has in place are rewards and incentives, such as tours and gifts, which are given to learners who excel in their studies. The RTI strategies applied in the school mainly include measurement and monitoring of how students progress about classroom, scientific, and research-based interventions.

Individual Observed

The student who was observed in this classroom observation is called Jacob and is 8 years. Jacob is about 4 feet tall, well-built and looks friendly to everyone, including strangers. Also, he is vigorous, restless, and tends to be full of energy as proven by his wiggling, foot-tapping, and unwillingness to sit still. Although at his age Jacob is expected to demonstrate a significant break-through in language and literary skills, that is not the case; he can neither read nor write.

In addition to Jacobs inability to read and write, he also showed several signs and symptoms, which signified he could be suffering from ADHD. Some of the symptoms include difficulty in paying attention, daydreaming in the class, getting easily distracted, being excessively talkative, experiencing frequent squirms and restlessness (Lougy, DeRuvo, & Rosenthal, 2007). He was also observed to enjoy intruding on fellow students conversations. Jacob also had difficulty following the teachers instructions to the letter. Another symptom that indicated that Jacob might be suffering from ADHD is his inability to sit patiently.

Individual Relationships

It was observed that Jacob had difficulties associating with his peers who mostly consist of his classmates. Jacob lacks social skills, which can enable him to relate well with his peers. Several reasons make it difficult for Jacob to relate with his peers. Firstly, he is more aggressive and impulsive than them, which makes them fear him. Secondly, he is unable to pay attention to someone continuously and easily loses patience, making his peers reject him. Lastly, Jacob does not perform well in class-work, making him feel inferior to his peers.

The relationship that Jacob has with his peers is almost similar to the one he has with other people. He tends to fear other people just the same way he does with his peers, probably because of the feeling of inferiority. The bad relationship with other people may also be attributed to the fact that Jacob is restless, aggressive and experiences difficulty in paying attention to what he is told by anyone.

Independence

Jacob strives to do most of his things independently and he wishes to stay away from any interferences. For instance, during the observation, he wanted to sit alone, away from other members of his class. He also tends to protect his books and other belongings from other students, thinking that they may tamper with them. Another sign that showed that Jacob is independent is the way he refuses to share any of his class-work with his classmates (Lougy, DeRuvo, & Rosenthal, 2007).

Reference

Lougy, R. A., DeRuvo, S. L., & Rosenthal, D. K. (2007). Teaching young children with ADHD: Successful strategies and practical interventions for preK-3. Thousand Oaks, CA: Corwin Press.

Few substances are as prevalent in human lives as sugar is. It pervades foods in so many subtle ways that most people do not even notice this ingredient in meals. Yet, sugar has also served as a source of numerous misconceptions, one of which states that there is a direct link between sugar consumption and excessive levels of activity in children. Understanding the evidence behind the effect of sugar on the child organism is essential in differentiating between myths and science.

The popular myth contends that the more sugar-filled products children consume, the higher their activity drive is. WebMD posits that the theory originated in the 1970-s when a suggestion that food additives cause hyperactivity went viral (Busting the Sugar-Hyperactivity Myth). In essence, the explanation is that the inflow of glucose stimulates children, making them excessively active, thus justifying the need for a sugar-free diet.

However, there is little scientific evidence proving the direct causative effect of sugar on children. Actually, WebMD specifically stated that sugar in the diet did not affect the childrens behavior (Busting the Sugar-Hyperactivity Myth). The researchers did acknowledge that a small percentage of children can be affected by the sugar in their diet, but it would also be accompanied by emotional disturbances, learning difficulties, sleep deprivation, and temperament.

Altogether, it is evident that sugar alone does not affect childrens behavior. It is easy to blame sugary food on child activities, thus giving rise to a popular misconception. In reality, hyperactivity is a result of several emotional, physiological, and psychological factors, which can be exacerbated by sugar. Nevertheless, it is incorrect to pertain all changes in child behavior to diet exclusively, without considering the evidence of other aspects of health being as prevalent.

Work Cited

Busting the Sugar-Hyperactivity Myth. WebMD.

Sexual arousal activates endorphins and mobilizes neurotransmitters within the brain. This gives a sense of calmness which reduces the restlessness that is often triggered by ADHD. Nevertheless, promiscuity and pornography consumption may be sources of controversy regarding relationships. It is necessary to note the use of promiscuity or pornography is not part of the criteria for diagnosing ADHD.

Many people with ADHD can become involved in risky sexual activities due to impulsivity issues. People with ADHD may also be at increased risk for disorders of drug use, which can further hinder decision-making and contribute to sexual risk taking.

Hyposexuality and ADHD

Hyposexuality is the opposite: the plummeting of a person’s sex drive also loses all interest in sexual intercourse. This may be because of ADHD itself. This may also be a side effect of medications — particularly antidepressants — that are often prescribed for people with ADHD.

Sex is no different from other behaviors that present someone with ADHD with difficulty. They can have difficulty focusing during puberty, losing interest in what they do, or distracting themselves.

What are the treatment options for overcoming sexual challenges?

Women with ADHD also have trouble achieving orgasm. Some women report being able to have multiple orgasms very quickly, and struggling to achieve orgasm at other times, even with sustained stimulation.

People with ADHD are potentially hypersensitive. Which means a sexual activity which feels pleasant for the person with ADHD without ADHD may be annoying or unpleasant.

For anyone with ADHD, textures, touches, and tastes that sometimes surround sex may be repulsive or irritating. Hyperactivity is another barrier to getting those with ADHD into intimacy. A partner with ADHD may have a hard time relaxing enough to get into the mood for sex.

• Mix it up. Trying out new positions, places, and techniques will lower bedroom boredom. Discuss ways to spice things up before sex to make sure both partners are at ease.
• Communicate and compromise. Discuss how intimacy and sexual activity can influence your ADHD. If your partner has ADHD take their needs into consideration. Turn off the lights for example, and do not use lotions or perfumes if they are prone to light or strong smells.

  Don’t be afraid to ask a professional sex therapist for help. Many couples experiencing ADHD benefit immensely from pair counseling and sex therapy.

• Prioritize. Research on present-day becoming. Get rid of distractions, and seek to work together to relax activities like yoga or meditation. Create sex dates and commit yourself to them. Having sex a goal means you’re not being sidetracked

ADHD and marijuana

Studies on the effects and efficacy of using marijuana to treat infants, teenagers and young adults with hyperactivity disorder and attention deficit continues to grow.

The findings, however, are mixed, and do not support the use of the medication for this disorder. In several states, medical marijuana is still illegal, and research has not proved its suitability to treat attention deficit hyperactivity disorder (ADHD).

The book discusses the medical findings and other facts for and against the possible use of marijuana as a cure for the effects of ADHD marijuana as an effective remedy for ADHD effects is still unproven.

ADHD is a neurodevelopmental condition that affects about 6–9% of children and young adults worldwide, and about 5% of adults. A person with ADHD may find it difficult to concentrate on tasks, often fidget, display signs of anxious activity and may not be able to stay still or quiet at appropriate times.

ADHD can lead to people having issues with relationships or difficulties with school and college academic work, despite having average or superior intellectual abilities. ADHD therapy typically requires physicians who prescribe stimulant drugs, such as Ritalin or Adderall.

Such drugs are believed to help fix the levels of a neurotransmitter called dopamine in the brain. These may have adverse side effects though.

Many people with ADHD use marijuana as a therapeutic choice to prevent the negative effects. It is because it is known that marijuana has the same effect on the dopamine levels as prescription drugs.

Many unanswered questions remain, however, about how useful it is, and its protection, particularly for children and young people. Marijuana proponents also say that it is a legal substance and does not pose any risk of addiction. Yet critics call it a ‘gateway drug,’ which may eventually lead to the use of other substances, and say it is more harmful than some realize.

Marijuana is one of America’s most common recreational drugs, and is prevalent among younger adults. Many people smoke or eat the plant to create a ‘high.’ Cannabis has made headlines in recent years as an alternative cure for a number of health problems, including pain and mental health issues.

Notwithstanding this evidence, there remain concerns and doubts.

Research

A survey of 268 different online discussion threads showed that 25 per cent said they believed marijuana had a positive role to play in treating ADHD symptoms. However, the study points out that there is minimal research proving a connection between marijuana in the management of ADHD.

Some think tanks say that ADHD migt originates from a lack of dopamine in the brain’s prefrontal cortex region.

Dopamine as a neurotransmitter is a chemical that transmits signals between the brain’s nerve cells. Dopamine is thought to influence processes of thought including memory and focus.

Substances in recreational drugs, such as marijuana, lead to more dopamine being released in the brain’s reward centre.

When they use marijuana and other substances, the reward center of the brain gives an person a nice sensation. This period of recreational drug use and increased dopamine, however, can lead to dependency developing.

In 2017 Nature Journal published a study describing the dopamine-releasing activity of tetrahydrocannabinol (THC), an active chemical component in marijuana, and the origins of its sensation of pleasure. The researchers have advised that THC boosts dopamine levels in the short term but may dull the mechanism that releases dopamine in the long run.

Marijuana may have an variety of unintended, long-term brain effects. This varying impact indicates that even though marijuana provides for people with ADHD with short-term symptom relief, improved concentration, or sedation, longer-term use can result in more damage than good.

Nevertheless, the correlation between ADHD and dopamine was questioned in the journal Brain, a mri study conducted by researchers at Cambridge University in the UK. Instead, they linked ADHD to the gray matter structure within the brain.

One 2017 study tested a cannabinoid drug on ADHD-patients. Although the number of participants was low and the findings were not statistically important, the results showed slight changes in the symptoms of ADHD. The findings have indicated that adults taking cannabinoids for ADHD are less feeling the side effects than adolescents.

A further analysis of available clinical data on marijuana cited a case that found that a child with autism spectrum disorder had increased rates of hyperactivity after obtaining a cannabidiol injection, albeit not involving ADHD.

Other work indicates however a link between marijuana dependence and ADHD. One survey of 99 people seeking cannabis use disorder treatment found an overall prevalence of ADHD of between 34 and 46 per cent.

Overall, evidence seems to suggest that while marijuana tends to relieve some of the short-term symptoms of ADHD, it may pose an increased risk of abuse, and may even make ADHD worse.

Is medical marijuana available for ADHD?

People who use marijuana as an ADHD medication sometimes self-medicate, meaning a doctor doesn’t prescribe or suggest the drug they are taking.

There is currently not enough convincing evidence for medical practitioners to suggest or prescribe marijuana as an potential treatment for ADHD.

Risks

The U.S. National Institute on Drug Abuse (NIDA) warns that some evidence indicates the use of marijuana has long-term, harmful effects, especially on the brain during early development. These effects include:

• Slowing cognitive development in children and adolescents
• Rising risk of depression, anxiety, paranoia, and other mood disorders
• Loss of IQ points, although others have disputed these results
• Concentration, listening, memory, and other brain function challenges.

Due to these concerns and possible harm, people with ADHD should be careful about taking marijuana, particularly because doctors are unable to advice on safe doses.

The current situation indicates that more work is needed to show that marijuana is an effective and safe treatment for ADHD.

Can children with ADHD be treated with medical marijuana?

Mounting evidence indicates that the possible side effects of using marijuana in children are worse and that any potential benefits that outweigh these adverse effects.

A child’s brain is still growing, and marijuana use can alter normal neurological growth, resulting in adverse cognitive and other effects. Additionally, children and teenagers who use marijuana may be more likely to develop dependency.

According to the NIDA, people who begin to use marijuana before they’re 18 are four to seven times more likely to develop a drug addiction than others. The use of marijuana can also lead people to develop addictions to other, harmful substances. Consumption of marijuana as a teen may raise the risk of dependency on alcohol as people get older.

One research in 2016 found that the development of alcohol use dependency among cannabis users was more likely over a 3-year period than those who were not users.

Many men, based on anecdotal data from their own experience, support the use of marijuana in children with ADHD. They may have witnessed a child or adolescent responding well, with symptoms declining from ADHD.

Yet there needs to be more research to show that marijuana is safe for use by children and adults. Before then, risk-bearing treatment of children with marijuana and cannabis products begins.

Does marijuana interact with available ADHD treatments?

Methylphenidate (MPH) is an ADHD drug which has been tested by researchers for associations with smoking marijuana.

The findings showed that the two compounds were substantially interfering with each other and can increase heart pressure. Researchers generally conclude that treating ADHD with marijuana can cause short-term symptom changes but can also make the underlying condition much worse.

For a continuing behavioral condition like ADHD, people should make sure they recognize the long-term consequences of any medication before beginning it. Although ADHD affects children more frequently, it can be encountered by adults too. Around four percent of American adults show signs of ADHD.

ADHD makes focusing, listening, sitting still and planning difficult. People with ADHD are dealing with impulse control and motivation, and can feel the need to keep busy.

CONCLUSION

Because of these difficulties, those with ADHD will experience relationship problems. Focusing on difficulties, for example, will make it difficult to listen to anyone else.

Someone with ADHD also struggles with school structure and can run a higher risk of failing to complete high school. Such challenges will hinder their job prospects, in tandem with difficulties in organizational and time management.

Adults with ADHD are also more vulnerable to mental health problems, including anxiety disorder and depression.