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ATTENTION DEFICIT DISORDER
and
ATTENTION DEFICIT HYPERACTIVITY
DISORDER
Attention deficit-related symptoms have been referred to in the
medical literature for almost 100 years. Attention deficits are
some of the most widely researched problems in all childhood disorders.
What is Attention Deficit Disorder?
Attention Deficit Disorder is officially called Attention-Deficit/Hyperactivity
Disorder, or ADHD (American Psychiatric Association, 1994), but
many people and professionals still call it ADD, the name of the
disorder as it was classified in 1980. The name of the disorder
name has changed as a result of scientific research and the findings
of well-designed field trials. Researchers now believe that ADHD
is not one specific disorder, but is divided into three subtypes,
according to the main features associated with the disorder: inattentiveness,
impulsivity, and hyperactivity. The three subtypes are:
1. ADHD Predominantly Combined Type,
2. ADHD Predominantly Inattentive Type, and
3. ADHD Predominantly Hyperactive-Impulsive Type.
These subtypes take into account that some children with ADHD have
little or no trouble sitting still or inhibiting behavior, but may
be predominantly inattentive and, as a result, have great difficulty
getting or staying focused on a task or activity. Others with ADHD
may be able to pay attention to a task but lose focus because they
may be predominantly hyperactive-impulsive and, thus, have trouble
controlling impulsive behavior. The most prevalent subtype is the
combined type. These children have significant symptoms of all three
characteristics - inattentiveness, impulsivity, and hyperactivity.
No one knows exactly what causes ADHD. Scientific evidence suggests
that the disorder is genetically transmitted in many cases and results
from a chemical imbalance or deficiency in certain neurotransmitters
The most prevalent pharmacological treatment for ADHD is a central
nervous system stimulant. The widespread use of medications is a
result both of cost efficiency and the large volume of research
that demonstrates short-term positive benefits.
To study the effect of different medications on activity in the
brain during certain tasks, our laboratory is studying children
off and on stimulant medications. The study involves being imaged
in the MSI laboratory on and off medication on three different days,
separated by two weeks each.
The technique itself is entirely non-invasive. The testing protocols
we have developed are brief enough to allow young children to participate
easily. The laboratory is staffed by experienced psychologists and
technicians. The research is coordinated by Drs. Shirin Sarkari,
Panagiotis Simos, and Rebecca Billingsley-Marshall. For details
on eligibility and enrolling in this study please contact Maribel
Briones at 713 797 7584.
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