This research presents results from many interrelated studies. The first part and the second part contains analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADD/ADHD).The third relates these problems with newer studies with a modern perspective which originates from viewing attention-deficit/hyperactivity disorder (ADD/ADHD) in the present age of high technology. AnalysisPoor academic performance is among the most prominent features associated with attention deficit/hyperactivity disorder (ADHD). Findings reported in a substantial literature have indicated that individuals with ADHD are at risk for a range of academic complications, including a higher incidence of failing grades, elevated rates of grade retention, (Sandson, et.
al:2000), an increased occurrence of learning disabilities(LD), and lower scores on standardized tests of achievement (Barkley:1998)The association with academic problems appears to be specific to ADHD-related behaviors and is not necessarily explained by morbid conduct disorders (DuPaul et al.: 2004).Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are neurological conditions.( August, G. J.
,et al:1996) Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) individuals is increasing at a dangerous ratio.(Faraone&Monoteaux:2006) Studies show that it is because it is not so much as ‘rising’ but is growing in its detection.It is gaining more visibility with better tools and methods to delineate it existence. A great number of physicians are supporting this assumption by indicating that the existing metric data which present the number of ADHD’s identified incidents is definitely at a ration of raised levelsSince the latter part of the twentieth century, doctors and professionals have been participating in research and development projects with the objectives of these R&D projects inclined towards the good of finding alternatives treatments for this disorder. Parents, as well as medical professionals, reluctantly participate in the simplification of the prescribed treatments for the disorder.These prescribed treatments, such as treating the affliction with drugs and other stimulant medications, do not cure the disorder.
These parents and doctors have been looking for effective alternatives, including researching possible natural remedies, where some herbal remedies are showing a lot of promise without the harmful and often undesirable side effects. It is clear that alternative treatments for ADD and ADHD need to be researched and developed(Glutting, et al: 2005)There are five problems in making generalizations about the achievement level of people with ADHD. First, although a substantial research base has been established in the past 40years, there has been no systematic attempt to integrate results quantitatively across studies that examined both ADHD and achievement.Second, not all individuals with ADHD experience academic deficits. In fact, some investigations have reported higher achievement for individuals with ADHD when compared to controls or to the population expectancy (Hechtman, et al:2004).
Therefore, these positive effects need to be integrated and averaged along with negative outcomes reported elsewhere to provide amore balanced and accurate perspective.Third, although it has been examined previously whether the effects of ADHD are disparate or equivalent across academic content domains (e.g., reading, mathematics, spelling) available information is still inadequate.
Fourth, the impact of demography is not well understood(Kroese et.al:2000).Fifth, a range of other methodological issues need to be considered that could serve to moderate outcomes (e.g.
, evaluation of attainment and progress through the use of results from standardized tests vs. parent/teacher rating scales or the use of nominal measures of scholastic performance, such as grade retention rates) for college students, who are one of the most understudied age groups with ADHD(Orwin:1983).
