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Attention Deficit Disorder (ADD), now more commonly referred to as Attention Deficit Hyperactivity Disorder (ADHD), is a neurodevelopmental disorder that affects millions of people worldwide. It is a complex condition with a long and fascinating history, shaped by a combination of medical, social, and cultural factors. In this essay, I will explore the history of ADD/ADHD, including its origins, early descriptions, diagnosis, treatment, and ongoing research.
The history of ADD/ADHD can be traced back to the early 1900s when physicians began to recognize a pattern of behaviours in some children that they could not explain. Children with this pattern of behaviour were often seen as disruptive, hyperactive, and unable to focus, but there was no clear understanding of what caused it. It wasn’t until the mid-20th century that researchers began to make significant progress in understanding this condition.
In 1937, Charles Bradley, a paediatrician, noticed that children with behavioural issues seemed to improve after being given Benzedrine, a stimulant medication commonly used to treat adults with narcolepsy. This led to further investigation, and in 1957, a group of researchers led by Dr. Keith Conners published the first paper on what they called “hyperkinetic reaction of childhood.” This paper described a group of children who were easily distracted, impulsive, and hyperactive, and it marked the beginning of modern research into what we now know as ADHD.
In the following years, research continued to refine our understanding of this condition. In 1968, the first diagnostic criteria for hyperkinetic reaction of childhood were developed, and in 1980, the American Psychiatric Association (APA) included it in the third edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-III) as Attention Deficit Disorder (ADD). This new diagnosis was based on the presence of symptoms such as inattention, impulsivity, and hyperactivity, and it was seen as a distinct disorder from other behavioural and emotional conditions.
However, as research continued, it became clear that ADD was not a clear-cut diagnosis. In many cases, children with ADD also had other conditions, such as learning disabilities, anxiety, and depression, and the symptoms of ADD could vary widely depending on the individual. This led to a revision of the DSM in 1987, in which ADD was redefined as Attention Deficit Hyperactivity Disorder (ADHD), with three subtypes: predominantly inattentive, predominantly hyperactive-impulsive, and combined. This new classification system recognized that the symptoms of ADHD could vary significantly, and it allowed for more precise diagnosis and treatment.
Over the past few decades, there have been many advances in the understanding and treatment of ADHD. One of the most significant developments has been the recognition of ADHD as a lifelong condition, affecting both children and adults. As a result, there has been increased research into the long-term effects of ADHD and the best approaches for managing it over time. There has also been a shift away from a purely medical approach to treatment, with a greater emphasis on behavioural and educational interventions that can help individuals with ADHD develop coping strategies and improve their functioning.
Today, ADHD is one of the most commonly diagnosed neurodevelopmental disorders in children, with an estimated prevalence of 5-10% worldwide. However, there is still much we don’t know about the underlying causes of ADHD, and ongoing research is needed to better understand this complex condition. Some of the areas of current research include the role of genetics and environmental factors in the development of ADHD, the neurobiological mechanisms underlying the disorder, and the effectiveness of different treatment approaches.
