ADDing another dimension to learning

Fingers playing with a glass bottle, eyes moving restlessly around the bustling courtyard at 5A lunch, voice arbitrarily interrupting others' conversations—junior Alex Bushnell's mind is like a police spotlight, searching frantically for something to focus on.

Bushnell has Attention Deficit Hyperactivity Disorder (AD/HD), the most prominent disorder in a family of genetic, neurobiological disorders that cause hyperactivity, impulsivity and inattention. Over 100 Blazers have been diagnosed with AD/HD, according to the Blair Special Education Department. They are among the four to six percent of the U.S. population who are affected by AD/HD, including around 3.5 million children and adolescents, according to the Attention Deficit Disorder Association (ADDA).

The disorder leads to an inability to pay attention in classes and to do work, and it often results in significantly lowered grades. Bushnell first learned he might have the disorder after a string of bad grades in elementary school. A joint parent and teacher intervention led to diagnosis and treatment. But many people are not aware of the disorder, and this has led to widespread doubt and misconceptions about it, both at Blair and in the outside world.

"I just can't do my work"

The inattention AD/HD causes can have major negative effects on students' learning abilities. "I just can't do [my work]," says junior Jocelyn Dowling, whose Attention Deficit Disorder (ADD) was diagnosed in the ninth grade. ADD is a disorder closely related to AD/HD, but people with ADD do not display the hyperactivity or impulsivity present in those with AD/HD. "I'll just sit there. It's not even that I'm distracted, but it's mentally impossible to do my work," she says.

According to ADDA, these disorders can have negative long-term social and emotional effects beyond the immediate learning problems. In many cases, a negative self-perception forms when teachers who are unaware of the students' condition put pressure on ADD and AD/HD students to calm down, stay focused or otherwise get under control. "ADD and AD/HD can affect self-esteem intensely and profoundly," says Susan Bauman, a clinical social worker and psychotherapist. "AD/HD creates a lot of strain and frustration in people who work with [those] who have the disorder and in people who have close relationships with those with the disorder."

Many students with ADD and AD/HD feel not only misunderstood by teachers, but also excluded by classmates. Bushnell says, "When I was younger, I told one of my best friends that I had AD/HD, and he told everyone. They made fun of me, and it hurt." Experiences like these can be scarring, according to Bauman, and the effects can be carried through from adolescence to adulthood.

"A world of difference"

But there are solutions for people like Bushnell. There are many medications on the market that treat the symptoms of these neurobiological disorders. Neurobiological disorders refer to those disorders connected with genetics, especially with the nervous system, many of which can be treated with medication. However, there is a widespread belief that these disorders are overdiagnosed and the medicines overprescribed.

The most commonly prescribed ADD and AD/HD drugs, Ritalin and Adderall, are stimulants, combating inattention by releasing certain chemicals into the body that help the user to focus. While these medications were created to help those with ADD and AD/HD, there is a growing number of students without the disorders who, feeling pressured in school, take the medications to help improve concentration and focus. "There are too many kids who don't need the medicine but who take it anyway," says junior Joseph Yuhas, who has been tested for ADD several times but has never had it diagnosed. "They just use it as a supplement for studying."

Despite the prevalence of this abuse, the prescription drugs, which benefit close to 90 percent of cases, are widely supported by doctors. Most agree that not treating the condition may lead to major ramifications. Untreated AD/HD cases have a higher incidence of dangerous behaviors, including substance abuse and sexual activity. Dr. Daniel Shapiro, a developmental and behavioral pediatrician, attests that the drugs are crucial for those with the disorders. "It's a controversial area, but medications for true AD/HD cases make a world of difference," he says. "A lot of people can't reach their true potential because of AD/HD, and that's where the medications come in."

Equaling the playing field

In general, schools are sensitive to the needs of students with learning disorders like ADD and AD/HD. MCPS provides the students with special "plans," such as an Individualized Education Plan (IEP) or a 504 Plan, based on the severity of the individual case. In most cases, these plans include measures such as extended time on tests or access to laptops for word processing; but in more severe cases, the students need a more extensive, one-on-one tutoring plan. "There are accommodations for all levels of ADD students," says Lisa Davisson, head of the Special Education Department, which takes care of students inflicted with attention disorders. "These plans equal the playing field, at least a little."

Most experts say that spreading awareness about the disorders is the most important long-term goal. Having knowledge about ADD and AD/HD is essential in preventing misguided teacher and peer actions, which can have long-term debilitating effects on students.

Awareness can also help in early identification and treatment of the disorders. "The big deal is how a person feels about themselves as a result of AD/HD as they grow up," says Shapiro. "That's why people diagnose these disorders. That's the core of the problem, figuring out how to let people reach their potential."