The most recent large federal study, conducted within the last few months, has reignited a debate over the effectiveness of long-term drug treatment of children with hyperactivity or attention-deficit disorder, and drawn new accusations that some researchers, which conducted the previous study of thin caliber “sought to play down evidence that medications do little good beyond 24 months.”
The last study also found evidence that long-term use of the drugs can stunt children’s growth.
The current state of affairs may still be appealing to parents and teachers, since children with the “disorder” have trouble paying attention, are hyperactive and sometimes disruptive in school, the possible over-prescription of Ritalin continues to be a controversial subject.
The human genome project now says that ADD is genetic.
The identification of a genetic component responsible for the physiological differences identified with ADHD raises the idea of the central pattern generator that individuals are born with.
Some people assert the ADHD behavior lessens with age, others claim that it manifests differently, but that it is does exist in adults and is seen in symptoms such as impatience, restlessness, moodiness, insecurity and boredom.
As we know, the cultural climate of the United States stresses high achievement and a strong work ethic, and its citizens are the product of an educational system that stresses conformance to the norm. Thus the personality type associated with ADHD is logically interpreted as a neurological disorder, instead of a neurological difference.
The social implications for educational and social success for the ADHD child are perhaps the most important point. After all, it is the individual child, regardless of the exact definition and nature of the disorder, who must live with the deficiencies and with the label.
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