Introduction

How do you believe I was actually diagnosed with ADHD? Some day in October of 2004, I was latched into the car, waiting patiently to see if there is a reason behind my disorderly conduct in class. I said to myself, "I hope this isn't just because I'm weird or different, but because there is something making me weird." We arrived at the waiting room, when the nurse called me up, I unhesitatingly barged through the door, hoping and praying the tests would come back in my favor. I sat down on the patient table awaiting the arrival of the doctor.

The nurse, though, was a very nice lady. She had a sound of voice that would sooth the wind. She, also, had the hair, that in every stroke or strand, would be as beautiful as a leaf on an evergreen tree.

Then, unexpectedly the doctor came in while the nurse was still doing my check up. I looked over at him as he looked at me and said "Let's get things going." He did an oral test to tell if my verbal skills showed any symptoms of ADHD. Next, he did a visual test to see if any of my actions favored any symptoms of ADHD. Finally, he let us go. The next day, we got a note in the mail that all my symptoms are positive for ADHD.

What do you think are the real symptoms of ADHD? I have many symptoms of ADHD. I say the wrong thing in the wrong place and time. I'm hyperly focused on too much at one time. I lose attention when it's needed most. I can't sit still. I lack communicating emotions. I'm overly excited over small things. I lose things easily. I follow directions incompletely.

There are many different symptoms for ADHD then many people stereotype us as. We might have loss of attention and hyperactivity but we have more symptoms then that. Some people say that we do it just to have fun or have nothing better to do. I have some news for you we don't. We try our best not to show it or to control it but we can't.

ADHD and Dyscalculia: Evidence for Independent Familial Transmission Summary

In the article, "ADHD and Dyscalculia: Evidence for Independent Familial Transmission, the main author is Michael C. Monuteaux. Michael C. Monuteaux is a ScD and an instructor of psychiatric at Harvard Medical School. His current interests include attention-deficit/hyperactive disorder, conduct disorder, and substance use. Michael C. Monuteaux, et al argues that ADHD and Discalculia are both evidence for independent familial transmission. He claims that several studies have documented the co-occurrence of ADHD and learning disabilities(LD) in youth. Monuteaux,et al develops this claim by first exploring the studies that have, in the past, worked. Monuteaux, et al found a study that showed that there is a significant association between ADHD and LD. Lastly, the author claims that among 464 probands, the prevalance of discalculia in children with ADHD (11%) was significantly higher than those among the controls (6%). Michael C. Monuteaux, et al.'s purpose is to show that ADHD and Dyscalculia could have a connection in order to drive a point that many people with ADHD have a better chance of having Dyscalculia then those without ADHD. This work is significant because it shows a brief relation to ADHD and Dyscalculia, then a brief interaction from both go familial traits and heritage. Reference:

Joseph Biederman, et al. "ADHD And Dyscalculia: Evidence For Independent Familial Transmission." Journal Of Learning Disabilities 38.1 (2005): 86-93. Academic Search Premier. Web. 5 Oct. 2012.

"What Has Caused the Recent Increase of Dagnoses of ADHD in the United States?" Summary

In the article, "What Has Caused the Recent Increase of Diagnoses of ADHD in the United States?", the author is Aliza Jensen. Aliza Jensen is an English 1010 student, whom made this her topic for a final project. Aliza Jensen argues that multiple things have caused the increase of diagnoses of ADHD in the United States. She claims that the curious thing about ADHD is that the cases if diagnoses of ADHD have been steadily increasing since the 1970's. Jensen develops the claim by first investigating in what cases this has been discovered and experimented with. Jensen discovers something that states that diagnoses have increased 5.5% between 2003 and 2007. She claims that the website Centers for Disease Control and Prevention applies to her paper in several ways. Jensen develops this claim by first examining the site. Jensen connects the statistics about the increasing rate of ADHD diagnoses to her main question. Lastly, the author states that the third opinion of why ADHD is on the rise is the result of our failed public education system. Aliza Jensen's purpose is to educate people on how much the diagnoses of ADHD each year is increased in the United States in order to show people why it is so harmful to more and more of children and adolescents attention and behavior each year. This work is significant because it states how much the diagnoses have increased, what has caused their increase, and what times have had the highest increase. References:
Jensen, Aliza. What Has Caused the Recent Increase of Diagnoses of ADHD in the United States. (2011, Nov), [cited Oct. 5, 2012]

Cognitive Functioning in Children with and without Attention-Deficit/Hyperactive Disorder with and without Comorbid Learning Disorders Summary

In the article, "Cognitive Functioning in Children with and without Attention-Deficit/Hyperactive Disiorder with and without Comorbid Learning Disabilities", the authors are Angela Jakobson and Eve Kikas. Angela Jakobson is a PhD student in the Faculty of Education at the University of Tartu in Estonia; she is currently interested in abilities of children with ADHD and occupational health psychology. Eve Kikas is a professor of preschool and primary school education in the Faculty of Education at the University of Tartu. Angela Jakobson and Eve Kikas argue that Cognitive Functioning is different in children without ADHD and with ADHD (kids with learning disabilities and kids without learning disabilities). They claim that the result of a standard procedure revealed that the measure correctly classified 73.6% of children had ADHD. Jakobson and Kikas develop this claim by first testing 152 kids. Jakobson and Kikas then analyzed that 42 children had ADHD-combined (ADHD/C) and 30 with ADHD/C and a comorbid learning disability (ADHD/C+LD). They also claim that ADHD is one of the prevalent childhood disorders. They develop this claim by first exploring why it is such a big deal. Jakobson and Kikas figure out that in a past survey an article by American Psychiatric Association said that it occurs in about 3% to 5% of school-age children. Lastly, the author claims that knowledge of the cognitive processing capabilities of children with ADHD is critical for understanding and stimulating their academic performance. Angela Jakobson and Eve Kikas’s purpose is to share the statistics of a recent study compared to past facts in order to show that they have things in common like the range of the number of kids with ADHD and without ADHD is a big one. This work is significant because it describes the difference between their cognitive functioning and why they have different cognitive functions, and how many kids were diagnosed after tested and who was actually controlled after being tested. References:

Jakobson A, Kikas E. Cognitive Functioning in Children With and Without Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities. Journal Of Learning Disabilities [serial on the Internet]. (2007, May), [cited October 5, 2012]; 40(3): 194-202. Available from: Academic Search Premier.