My most recent research on ADHD

For those of you who may not know, our son Preston has ADHD. And in my previous posts I have asked if people thought it was over diagnosed or even a real disorder. Well since I am in school, I use every opportunity to learn more about this disorder(because it is a real disorder) and whenever I have to pick a topic to research and write a thesis on, I will usually do it on something that has to do with ADHD. I had to write a paper for my Enviromental Chemistry class. I chose to do it on ADHD and if it is caused by the enviroment or if it is genetic. If you care to know more about this disorder I encourage you to keep reading....here is my recent thesis on it...and again its LONG!!

ADHD: Medical or Environmental Disorder?

ADHD is a biological disorder (with heredity playing a role) that can be exacerbated by social factors. A person’s ability to maintain attention, self-regulate, impulsivity, and delay gratification are all symptoms and, correspondingly, are prefrontal brain functions. Symptoms of the disorder often appear in early childhood (Barkley, 1981). A number of explanations have been brought up as to why attention deficit children have undesirable behavior. Goodman and Poilion have indicated that the majority of the causes of ADHD are attributed to organic problems (Goodman-Poilion, 1991). Their research indicated that genetics is the only presumed cause of ADHD, sighted by 48% of the authors they investigated. However, no specific gene responsible for ADHD has been isolated. There is some evidence that ADHD behaviors tend to recur in families in first and second degree relatives of ADHD children (Brakley, 1981). While ADHD behaviors may be related to social factors, with the exception of head injury occurring at a young age, there is no evidence of a single environmental factor either.

So is ADHD medical or environmental? Many of these factors contribute in complex ways to brain development. These include gene expression, heredity, socioeconomic factors, stress, drugs, nutrition and chemical contaminants (Gupta, 2008). There are many ways which chemicals can disrupt neurological development of the brain. We all know that a child’s nervous system is more sensitive to chemical exposures compared to an adult nervous system. Mothers who consumed alcohol during their pregnancy resulted in fetal alcohol spectrum disorder (Skol, Delaney, Nordstom 2005). Also pregnant women who were involved in methyl mercury disasters showed little signs of toxicity compared to their children who showed negative effects ranging from cerebral palsy to delayed development (Gilbert, Grant, 1995). A wide range of toxic chemicals in the environment have been linked to neurodevelopment disabilities which affect an estimated 3-8% of the 4 million babies born each year in the United States. (Gupta, 2008). Chemical toxicity was identified to cause damage to the developing brain. Researchers from the Harvard School of Public Health found a list of 202 industrial chemicals that are know to be toxic to the human brain using the Hazardous Substances Data Bank of the National Library of Medicine and other data sources (Grandjean, 2006).

Small amounts of chemicals, such as lead and mercury, were needed to cause neurological damage in most adults; only small mounts might be needed to damage the developing brains in babies, infants, and young children. The developing brain is extremely vulnerable to environmental agents such as, lead, mercury, PCB’s, dioxins, arsenic and toluene. Even small amounts can cause damage to these sensitive developing brains. Studies have shown that prenatal exposure, even in low levels, of any of these agents can result in lifelong reduction of intellectual functions and disorders of behavior (Needlemen, Schell, Bellinger, 1990).

Organic mercury compounds such as methyl mercury are among the most potent neurotoxins causing severe developmental problems. There is little information for possible toxic potential for the 80,000 chemicals registered with the Environmental Protection Agency (EPA). Of the 3000 chemicals produced only 23% have been tested for their potential to cause developmental damage (EPA study 1998).

Researchers from the Center for Neurobehavioral Genetics and other departments at UCLA have localized a region on chromosome 16 that is likely to contain a risk gene for ADHD. The gene may contribute as much as 30% of the genetic cause of ADHD. Others say it is 70%-80% because they believe the cause of the disorder is genetic. (The Exceptional Parent, 2002). It is still not known for sure if ADHD is genetic and chromosome 16 is part of the cause or it is environmental and chemical toxins are the cause. It is more than likely to be a little of both nature and nature.

Unfortunately ADHD children are more likely to fail in school and to develop disorders or antisocial personality disorders than are other children. Peers may see these children as immature and irritating and avoid them due to behaviors. ADHD is not a benign disorder and may have a lifetime course. The diagnoses of it in adults are increasing, only because treatment leads to improvement in families and social relationships. Treatment and results have different outcomes. Parent and educational training need to coincide as one to make it successful. To be able to understand the neurological, psychological, and educational dynamics, it will lead to positive outcomes. Early and effective intervention is critical to the success of the children at school and in society..