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Lars Lewis

Ms. Plemmons

English IV

March 9, 2017

The Mistreatment of the Mystery of ADHD

As a fourth grader, famous executive with ADHD, David Bernstein was told by his

teacher he was destined to be an artist. This prophecy wasnt incited by artistic talent, but by an

inability to follow directions and work diligently, which inhibited his skills in the classroom

(Strauss). Such limited understanding of the brain and ADHD could have led to an

underestimation of Bernsteins academic talents in his mind, depriving the world of his talents.

Too often throughout history ADHDs manifestations are misdiagnosed and mistreated,

dispossessing those of talent from future worldly accomplishments.

By the National Institute of Mental Health, attention-deficit/hyperactivity disorder is

diagnosed by a temperament of inattention, hyperactivity, and impulsivity. Only one symptom

may be prominent in patients, and symptoms are likely to change over time, exemplifying the

broad spectrum of ADHDs effects and assignment. Inattention is manifested as a lack of

persistence, difficulty maintaining focus, and disorganisation (Attention Deficit Hyperactivity

Disorder). Inattentive people overlook details and make absent mistakes at work and school

(Attention Deficit Hyperactivity Disorder). Hyperactivity appears as constant energetic

movement, fidgeting, and restlessness. In younger years, hyperactivity is the the most common

manifestation in cases. Impulsivity is categorized by acting without thinking and desire for

instant gratification. Hyperactivity and impulsivity are grouped together, as physical restlessness

seems to translate mentally. These attributes arent necessarily indicative of ADHD, but, in
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cases, these behaviors are more severe and problematic in professional and personal settings.

These symptoms were recently defined; before their identification they were misdiagnosed to

different disorders.

Attention deficit hyperactivity disorder was first listed in the DSM in 1987. Before its

listing, inborn tendencies of inattention were very misunderstood. Sir Alexander Crichton, a

Scottish doctor, was one of the first to delve into the science behind mental illnesses and the first

to measure inattention as a sort of disability. In 1798 he wrote of the incapacity of attending

with a necessary degree of constancy to any one object, the morbid sensibility of the nerves,

and the prominence of such symptoms in early life. These observations align with the criterion

of ADHD set by the current DSM (The History of Attention Deficit Hyperactivity Disorder).

The lectures of pediatrician, Sir George Frederic Still, in 1902 are, however, considered the

starting point of the history of ADHD. He defines the nonconformity of children without other

noticeable ailments or noticeable impairment of intellect as a defect of moral control (The

History of Attention Deficit Hyperactivity Disorder). Still describes low impulse control and

frequent outbursts as well in the patients he studied. One subject of his research was a boy who

was so inattentive that he would put his boots on the wrong foot without noticing. He later

accompanied these observations with descriptions of tormenting and bullying and resistance to

authority. This confirmed his concept of a defect of moral control, which is not consistent with

the concept current concept of ADHD. These findings are more consistent with oppositional

defiance disorder. It is unknown why these detections were associated in his studies.

In 1937 Charles Bradley, a doctor of the Bradley Hospital in Rhode Island, reported a

positive effect of stimulants to treat hyperactivity in children. These children were admitted

hospitalized with major problems with learning and behavior. It is likely that most of these
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patients would be diagnosed with ADHD (The History of Attention Deficit Hyperactivity

Disorder). His discovery was by accident. After testing the spinal fluid of the patients, he

treated their related headaches with benzedrine, the most powerful synthetic stimulant available

at the time. THis did little to help the headaches caused by a deficiency of spinal fluid, but all

patients reported better performance in school. He then conducted a test and published his

findings, to lead to further development in the medication of those with hyperactivity.

Since Sir George Frederick Stills lectures and publications of inattention, there was a

perceived correlation with minor brain trauma brought by anoxia, encephalitis, concussion, etc..

Stills called it post encephalitic behavior disorder, but it was shortly associated to the aftermath

of many other ailments of the brain. Research to confirm attentative and hyperactive problems

correlation with brain damage was conducted in the forties and beyond by those in the footsteps

of Still. The results of these tests were significant, solidifying the assignment of ADHD as

dysfunction, as opposed to the current progressive view of ADHD as alternate, but unimpaired

brain function.

The first listing of ADHD in the DSM was given the name hyperkinetic reaction of

childhood in 1968. It was attributed to organic pathology and neurological dysfunction. In the

1970s the focus was shifted from hyperactivity to inattention with tests done to treat normally

active subjects with stimulants. Numerous tests of different backgrounds led to the DSM listing

attention deficit disorder in 1980. The disorder was associated with hyperactivity, but neither

were necessarily indicative of each other. There have been revisions to the 1987 introduction of

attention deficit hyperactivity disorder, with the most recent edition published in the year 2000.

Human understanding of this disorder has come far, but history suggests that our understanding

and methods of treatment of this condition are far from potential.

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As a child with ADHD, the structured setting of the American school system is an

unforgiving environment. The understanding of ADHD has grown in the world, but the nations

schools still are an unformidable place for 17.8 percent of diagnosed americans (Holland). The

most common treatments are stimulant drugs. The most common brands are adderall, vyvanse,

focalin, and ritalin. Most of these medications are amphetamines, speed; and can be prescribed

to children just starting kindergarten. These drugs arent to help a student gain creativity or

insight, but to help focus and and anesthetize children to conformity in the normal system. Is it

too bold to say that a system promoting the use of amphetamines for the means of conformity is

flawed? Guru Ken Robinson explains the current educational model as left over from the days of

the industrial revolution (Strauss). Such a system concerned with strict conformity and

performance in math and science, disregard the liberal arts, and looks to feed industry. While

this may be beneficial to the country and measureable progress of man, schools aim should be to

aid students, not the country. Influenced by Robinsons teachings, best selling author, Seth

Godin published a manifesto, Stop Stealing Dreams, on the need for educational reform

(Strauss). The system he proposes allows for adaptability and self discovery in a childs

education. By not grouping classes by year, instead by interest and ability, productivity and

motivation is prospected to greatly increase in all children of the system. The system wouldnt

avoid promoting versedness in all subjects, but avoid too heavily pushing topics like

trigonometry, which is hardly used in general profession, on all. Such a system could group

children with ADHD and the ability to hyperfocus on tasks for short durations, to increase their

productivity. Washington Post journalist Valerie Strauss spoke with educators on the subject of

such great change, and theyve stated the main impediment is parents too concerned with their

childrens chances for college (Strauss). It seems the public has grown to accustomed to the
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antiquated system to allow such change. Further public education of the matter is likely to incite

the allowance for such change.

The history of ADHD quite clearly suggests the lack of understanding of the condition

likely still present. The concern of normal academic performance and the comfortability with the

current antiquated system has muffled the cries of children and adults stricken with the disorder.

Our knowledge of the disease may seem advanced, but there is still clearly much work to be

done to further the knowledge behind the conditions manifestation and the treatments practiced

today. It is easy to think medicine has a complete understanding of ADHD, but isnt it; not only

possible, but; likely our experts are still in the dark by the shadow industry has cast over the

students struggling to keep up with the rigid, unforgiving school system of the United States?

Works Cited

"Attention Deficit Hyperactivity Disorder." National Institutes of Health. U.S. Department of

Health and Human Services, n.d. Web. 08 Mar. 2017.

Bloom, Vicki Borah. "PW talks with Alan Schwarz: diagnosing ADHD." Publishers Weekly, 29

Aug. 2016

Bower, B. "ADHD may lower volume of brain. (Attention Loss)." Science News, 12 Oct. 2002
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Bower, B. "Med-start kids: pros, cons of Ritalin for preschool ADHD." Science News, 28 Oct.

2006

"Federal Laws Pertaining to ADHD Diagnosed Children." PBS. Public Broadcasting Service,

n.d. Web. 08 Mar. 2017.

"History of ADD/ADHD." ADD/ADHD. Treat It. University of Arizona, n.d. Web. 09 Mar. 2017.

Holland, Kimberly. "ADHD by the Numbers: Facts, Statistics, and You." Healthline. Healthline,

n.d. Web. 31 Mar. 2017.

Strauss, Valerie. "How Schools (even Great Ones) Fail Kids with ADHD." The Washington Post.

WP Company, 24 Sept. 2012. Web. 08 Mar. 2017.