free essay on Attention Deficit Hyperactivity Disorder (ADHD)

I was just looking up common things that get adderall, this is what came up. I feel bad because this makes me feel like my symptoms aren’t real and my mind is playing tricks on me. When I read this, I really suffer from 99% of this stuff, Without lying. I read the whole article and was like are people really lying about this? I guess so… so what do I do y’all? For real? IDK if y’all can see my email but is it, please help if I don’t have to go this way. Thank you.

ADD / ADHD Essay Examples - Sample Essays

This is mostly a comedy article and probably 99% of readers wouldn’t even think about actually taking its advice. And Finally, adderall is pretty much designed so that an adult that takes it and doesn’t need it can figure out, whoa, every time I take this shit it makes me feel like I drank five cups of coffee, maybe I should stop. Xr and vyvanase are even worse, giving someone vyvanase especially is as mean as giving them a bottle of datura. The more widespread adderall use becomes the more it’ll be obvious that we cant or shouldn’t be using it to be lawyers and doctors—this is already totally necessary but the public doesn’t really understand it. Also lol at the guy asking for mg dose of adderall in the comments


Hot Essays: College Essay on ADHD and ADD

“It is estimated that 3-5% of children have ADHD, accounting for approximately 2 million children in the United States” (Mattox, 2007).

Impact of ADHD and Executive Function Deficits on Learning and Behavior. Practically speaking, problems with the "brain's CEO" contribute to several problems: disorganization, difficulty getting started and finishing work, remembering homework, plus difficulty memorizing facts, writing essays or reports, working complex math problems, remembering what is read, completing long-term projects, being on time, controlling emotions, and planning for the future.


Free Essays; Essay Understanding ADD and ADHD; ..

A logical extension of this argument holds, however, that such socially arranged means of addressing this neurologically-based disorder of self-regulation would not likely alter the underlying neurophysiological basis for it. These techniques must be employed across situations over extended time intervals (months to years) much as prosthetic devices (e.g., hearing aides, mechanical limbs, etc.) are employed to compensate for physically handicapping conditions. Premature removal of the socially arranged stimulus prompts and motivational programs would predictably result in an eventual return to pre-treatment levels of the behavioral symptoms, just as removal of a ramp that permits physically disabled persons in wheelchairs to enter public buildings would cease allowing them such successful entry. Also, use of the behavioral techniques in only one environment would be unlikely to affect rates of ADHD symptoms in other, untreated settings unless generalization had been intentionally programmed to occur across such settings. The research reviewed below for the various behavioral techniques seems to support this interpretation.

More about Essay Understanding ADD and ADHD

A number of early studies evaluated the effects of reinforcement and punishment, usually response cost, on the behavior and cognitive performance of ADHD children. These studies usually indicated that the performance of ADHD children on lab tasks measuring vigilance or impulse control can be immediately and significantly improved by the use of contingent consequences (Firestone & Douglas, 1975, 1977; Patterson, 1965; Worland, 1976). In some cases, the behavior of ADHD children approximated that of normal control children. For example, Paniagua (1987) evaluated the contribution of stimulus control to the management of ADHD children. Using a method known as correspondence training, he has attempted to establish greater control over ADHD symptoms by commands and rules previously stated publicly by the children. Correspondence refers to the degree of concordance between public statements by children as to what they will do and the actual behavior they subsequently display in that setting – in essence, the degree of agreement between "saying" and "doing".