Introduction
While students with ADHD do have a core of common problems diverse in character or content, treatment for Attention Deficit Hyperactivity Disorder (ADHD) is multifaceted. It consists of ADHD medications or behavioral modification therapy or both. ADHD treatment should be tailored to meet the unique needs of the child or adult who has ADHD as well as the needs of the family. Treatment of Attention Deficit Hyperactivity Disorder [ADHD] helps control the ADHD symptoms, including inattention, hyperactivity, and impulsivity. Consistent ADHD treatment can improve the ability of the person with ADHD to function better in school, and in social situations. Although people consider Attention Deficit Hyperactivity Disorder [ADHD] to be a child who always gets into trouble, never focuses and never stays on task, many studies support the fact alternative treatments can be just as effective. Stimulants are the most common treatment for ADHD in children and adolescents. They include Ritalin, Metadate, Concerta, or amphetamines, and Adderall. Surprisingly, non-pharmacological approaches are also controversial, especially among the medical community. "If you read the professional guidelines for psychiatrists or sometimes pediatricians, the treatment that is emphasized for kids with ADHD is a pharmacological one," says Gregory A. Fabiano, PhD (2007 article in the Journal of the Academy of Child and Adolescent Psychiatry Vol. 53, Issue 11), an associate professor of counseling, school and educational psychology at the State University of New York at Buffalo. There are several federal laws that guarantee an appropriate public education and provide services or accommodations to students with ADHD in the U.S. There are two that pertain to this research paper they are:
Section 504 of the Rehabilitation Act of 1973 (called Section 504), as amended 1
Individuals with Disabilities Education Act 2 (called IDEA)
Section 504 and IDEA are the laws that provide special education, other services, and appropriate set ups for eligible children/students with disabilities in the United States. These laws were put in place to prevent unfair treatment of the child/student with the disability and to give the parents of the student options for treating their child. Students with ADHD have difficulties with controlling themselves whether it is sitting still or maintaining personal space. This is seen more in boys than it is in girls according to the National Association of School Psychologist (NASP). These children/students usually show symptoms of being self-conscious and very apologetic when these actions are pointed out in front of classmates or family members. However if the child/student is corrected privately they quickly correct the undesired behavior and at times become very remorseful. With medications it is this writers’ opinion that children become a shell of their former selves with their personalities forever changed. Behavioral interventions give the child/student an opportunity to focus their unique qualities whether it is through the arts (music, drawing, and acting) or through sports (football, soccer, or track and field). The trend seems to be that some older educators agree with medicating children/students more than younger educators who prefer to work with the child/student through a series of behavioral interventions and or modifications. Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011. The percentage of children with an ADHD diagnosis continues to increase, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011. Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of approximately 5% per year from 2003 to 2011 (Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) updated in January 2008). Boys (13.2%) were more
