Rahul Ragu
11/20/09
ADHD
Attention-deficit/hyperactivity disorder (ADHD) is a neurobiological disorder affecting
children and adults that has the characteristics of developmentally inappropriate impulsivity,
inattention, and in some cases, hyperactivity. ADHD is a term used for a condition that has had
several names over the past hundred years. George Frederic Still, a British pediatrician, was
probably the first to do any extensive observations of ADHD children. He recounted his
observations in a compilation of lectures at the Royal College of Physicians in 1902. In 1922 the
group of symptoms that we now label as ADHD was described as Post Encephalitic Behavior
Disorder. In the early 1960’s, the same symptoms were called Minimal Brain Dysfunction, and
later, Hyperkinesia, or hyperkinetic disorder of childhood. In 1980, ADD and ADHD were
classified as two separate disorders. In 1987 both of these disorders were combined into one
disorder called Attention Deficit Hyperactivity Disorder. Science now acknowledges three
subtypes of ADHD (inattentive, hyperactive-impulsive, and combined). There are three main
research questions about the topic of ADHD: 1) What are the possible causes of ADHD 2) How
is ADHD diagnosed or identified i.e. what are the symptoms of ADHD and how do you figure
out who has it and who does not? 3) What key treatments are effective in treating ADHD?
There are several major journals in the field of ADHD. ADHD is an Austrian journal that
started in the year 2008. This journal publishes the results of basic and clinical research
contributing to the understanding, diagnosis, and treatment of all psychiatric syndromes in which
ADHD may be a feature. Regular features include original research reports, review papers, case
studies, short communications, and letters to the Editor. This journal publishes novel papers that
contribute to the understanding of ADHD. This journal brings together biological, clinical, and
psychological research from all the disciplines involved in psychiatric syndromes in which
ADHD may be a feature. Some of the topics in this journal will include aetiology, clinical
phenomenology, developmental psychopathology, molecular biology, neuropsychology,
psychotherapy, diagnosis, and ethical issues. Founded in 1993, ADHD Report is an electronic
journal/newsletter published bi-monthly in the United States. Russell A. Barkley, Ph.D., is a
Research Professor in the Department of Psychiatry at the State University of New York Upstate
Medical University. He is the editor of this journal and is a contributing writer in the journal
along with other leading ADHD experts. This journal provides information on the latest
developments, newest topics, and current trends in the field of ADHD. It examines the nature,
diagnosis, developmental course, and outcomes associated with ADHD, and highlights changes
occurring in the fields of clinical management and education. It includes annotated research
findings, as well as ongoing coverage of ADHD in the news. It offers relevant information from
research, workshops, and clinical work on ADHD, as well as from recent scientific publications
and conferences from around the world. ADHD Research Today is a free Australian electronic
journal that began in 2004 and that is published monthly. This journal collates and summarizes
the latest research about ADHD and provides details on attention-deficit hyperactivity disorder,
symptoms, drugs, and treatment.
There are several major associations in the field of ADHD. CHADD is the foremost nonprofit organization in the United States that serves ADHD families. They supply education,
advocacy, and support to individuals with ADHD and their families. They were founded in 1987
by a small group of parents of children with AD/HD and two treating psychologists in Plantation,
Florida (near Miami). They came together because at that time, AD/HD was seriously
misunderstood and there were a very small number of places that you could turn to for assistance
and information. In the U.S., there are over 16,000 members in 200 local chapters who are a part
of CHADD. CHADD is a membership-based organization that generates the bi-monthly
Attention! Magazine (for members). They aspire to utilize the Surgeon General’s report, Mental
Health: Culture, Race, Ethnicity in addition to the President's New Freedom Commission on
Mental Health report, Achieving the Promise: Transforming Mental Health Care in America.
They also sponsor annual conferences, which vary in name and topic. They fund the NRC,
which is their central institution for evidence-based information about AD/HD. ADDA is a nonprofit organization founded twenty years ago by adult ADHD support group leaders. They are
dedicated to providing information, resources, and networking opportunities for adults with
ADHD. This information focuses on various areas such as diagnosis and treatments which help
adults with ADHD live better lives. LDAA is an organization committed to serving children
with learning disabilities. They work with children with learning disabilities such as ADHD and
dyslexia. They advocate for children with learning disabilities on the governmental and national
level and they have a Governmental Affairs Office in Washington, D.C. This organization
started in March 1963 when parents of children with learning disabilities gathered in Chicago for
a national conference. These families created a national organization in 1964 called Association
for Children with Learning Disabilities. From these beginnings, Learning Disabilities
Association of America was created.
The Second Annual Virtual AD/HD Conference was held on October 5-7, 2009. It is
being presented by the ADD Management Group. The conference is geared towards everyone in
the AD/HD community including adults, parents, spouses/partners, doctors, therapists,
advocates, coaches, and counselors. It is geared towards people who want to get the most recent
information and methods for AD/HD management and communicate with professionals in the
field and one another. ADDISS is support group for people with ADHD. The Ninth
International ADDISS Conference was held from March 30th to April 1st 2009 and the title of the
event was called The Spirit of ADHD: Resilience, Hope, Opportunity, Success. The conference
brought together professionals and non-professionals in the field of ADHD. It was especially
useful for people with ADHD and their families. The conference evaluated crucial information
about the functional and social implications of ADHD, its diagnosis, and treatment strategies for
ADHD and other comorbid conditions.
ADDForums.com contains member controlled forums for adults with ADHD. The
subject matter of the forums include: general issues, relationships, careers, treatment and
management, and co-existing conditions. The number of members is currently 428.
ADHDNews.com is a support community with a message boards section on their website. The
message boards section of their website contains over 16,000 topics of discussion. There are 24
forums that are contained in this part of the website including “ADHD and Sports”, “ADHD
Medications”, and “ADHD Issues in Schools.” They have 29,767 forum members.
References
Primary Publications
ADHD – Attention Deficit and Hyperactivity Disorders
ADHD Report
ADHD Research Today
Professional Associations
Attention Deficit Disorder Association
Learning Disabilities Association of America
CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder)
Major Conferences
The Second Annual Virtual AD/HD Conference
The Ninth International ADDISS Conference
Forums
http://www.addforums.com
http://www.adhdnews.com
Profile of Research Community Assignment Grading Rubric
Criteria
Content & Ideas
Organization &
Coherency
Use of Sources
and Reference
List
Mechanics:
Punctuation &
Spelling
APA Reference
Section
Section 3: Writing
Clearly and
Concisely
Section 3: Writing
Clearly and
Concisely
Section 6:
Crediting Sources
Section 4:
Mechanics of Style
Excellent
Satisfactory
Poor
(6 pts.) Every aspect of assignment
is effectively addressed. Clear and
focused topic; ideas are sequential
and presented as a unified whole;
main points are sufficiently
supported; central argument
reflects understanding. Writer
seems in control, making
connections and sharing insight.
(5 pts.) Most aspects of the prompt
are addressed. Identifiable topic
and main ideas, though may not be
connected or completely relevant;
may include arguments but not a
central one. Shows promise,
though while development is
sometimes original; sometimes
blends with the predictable.
(4 pts.) Prompt insufficiently
addressed. Lacks focus; topic may
be vague or general; multiple ideas
are expressed without connection;
the guiding argument may be too
broad or irrelevant to content.
Reader must make inferences
based on incomplete detail.
(4 pts.) Strong and purposeful
transitions between paragraphs,
with clear topic sentences;
Precision and Clarity. Logical
progression of ideas from sentence
to sentence. Excellent grammar
and usage.
(3 pts.) Structure is evident, may
have occasional illogical or
repetitive ideas and lack of
transitions from paragraph to
paragraph. Logical progression but
may include some repetition or loss
of purpose. Appropriate grammar
and usage, though not precise.
(2 pts.) Structure and purpose is
unclear. Difficult to follow ideas
within paragraphs and more
broadly. Poor grammar and usage,
impeding overall understanding.
(2 pts.) Credit sources
appropriately; effective citing of
sources and appropriate
paraphrasing (when necessary);
complete Reference List.
(1.5 pts.) Inconsistently cites
sources; poor paraphrasing or
quoting; incomplete Reference List.
(1 pt.) Does not credit sources;
paraphrase inappropriately by
changing only a few words; no
Reference List or Works Cited.
(2 pts.) Usage of sophisticated
sentence structures, appropriate
word choice, and accurate
punctuation. Spelling is highly
accurate, little to no errors.
(1.5 pts.) Simple and some complex
phrasing, some inaccurate word
choice, and notable punctuation
errors. Spelling has several errors,
mainly contextual.
(1 pt.) Frequent syntax errors that
impede meaning. Spelling with
frequent errors that indicate a lack
of care or significant struggle with
language use.
Total 11.5 out of 14 possible points
20% deduction applied for late submissions (11.5*0.8=2.3 points)
Final grade: 9.2 points
Profile of Research Community Assignment Grading Rubric
Criteria
Content & Ideas
Organization &
Coherency
Use of Sources
and Reference
List
APA Reference
Section
Section 3: Writing
Clearly and
Concisely
Section 3: Writing
Clearly and
Concisely
Section 6:
Crediting Sources
Excellent
Satisfactory
Poor
(6 pts.) Every aspect of assignment
is effectively addressed. Clear and
focused topic; ideas are sequential
and presented as a unified whole;
main points are sufficiently
supported; central argument
reflects understanding. Writer
seems in control, making
connections and sharing insight.
(5 pts.) Most aspects of the prompt
are addressed. Identifiable topic
and main ideas, though may not be
connected or completely relevant;
may include arguments but not a
central one. Shows promise,
though while development is
sometimes original; sometimes
blends with the predictable.
(4 pts.) Prompt insufficiently
addressed. Lacks focus; topic may
be vague or general; multiple ideas
are expressed without connection;
the guiding argument may be too
broad or irrelevant to content.
Reader must make inferences
based on incomplete detail.
(4 pts.) Strong and purposeful
transitions between paragraphs,
with clear topic sentences;
Precision and Clarity. Logical
progression of ideas from sentence
to sentence. Excellent grammar
and usage.
(3 pts.) Structure is evident, may
have occasional illogical or
repetitive ideas and lack of
transitions from paragraph to
paragraph. Logical progression but
may include some repetition or loss
of purpose. Appropriate grammar
and usage, though not precise.
(2 pts.) Structure and purpose is
unclear. Difficult to follow ideas
within paragraphs and more
broadly. Poor grammar and usage,
impeding overall understanding.
(2 pts.) Credit sources
appropriately; effective citing of
sources and appropriate
paraphrasing (when necessary);
(1.5 pts.) Inconsistently cites
sources; poor paraphrasing or
quoting; incomplete Reference List.
(1 pt.) Does not credit sources;
paraphrase inappropriately by
changing only a few words; no
Reference List or Works Cited.
complete Reference List.
Mechanics:
Punctuation &
Spelling
Section 4:
Mechanics of Style
(2 pts.) Usage of sophisticated
sentence structures, appropriate
word choice, and accurate
punctuation. Spelling is highly
accurate, little to no errors.
(1.5 pts.) Simple and some complex
phrasing, some inaccurate word
choice, and notable punctuation
errors. Spelling has several errors,
mainly contextual.
(1 pt.) Frequent syntax errors that
impede meaning. Spelling with
frequent errors that indicate a lack
of care or significant struggle with
language use.
Total 13 out of 14 possible points
Adjusted final grade: 12 points
Due to late submission of original assignment (2 weeks late), highest possible score for revised paper is B+.