PSY 699 Ashford University ADHD in Children Integrated Literature Review

Integrative Literature ReviewThe primary goal of this literature review is to integrate concepts from four different
content domains within the larger field of psychology. The four content domains should
be chosen from previous coursework in this program. In this paper, students will review
the findings in the individual empirical articles, organize the research in a meaningful
way, evaluate the reliability, validity, and generalizability of the research findings, and
present an integrated synthesis of the research that sheds new light on the topics within
and across the four domains.
The result of a successful integrative literature review may be a significant contribution
to a particular body of knowledge and, consequently, to research and practice.
Therefore, before writing this literature review, substantive new research must be
conducted via the Internet and within the UAGC Library for each of the four chosen
domains. A minimum of six sources must be included for each of the four domains.
Although content from literature reviews completed in prior courses within this program
may be included, it may not constitute the total research for the individual domains
addressed within this assignment. No more than four sources from previous literature
reviews completed in this program may be utilized for this integrative review.
The headings listed below must be used within the paper to delineate the sections of
content. These sections include the following: a clear introduction that provides a
general review and organizes the research in a meaningful way; a discussion in which
the evidence is presented through analysis, critique, and synthesis; and a conclusion in
which the discussion is drawn together in a meaningful way, the claims of the
introduction are brought to a logical closure, and new research is proposed.
Introduction
•
•
•
•
•
Provide a conceptual framework for the review.
Describe how the review will be organized. The questions below may be used
to guide this section.
o What are the guiding theories within the domains?
o How are the domains connected?
o Are there competing points of view across the domains?
o Why is the integration of these domains important?
o What is the history of these domains?
o What are the related theories or findings?
Describe how the literature was identified, analyzed, and synthesized.
How and why was the literature chosen?
What is your claim or thesis statement?
Discussion
•
Provide the analysis, critique, and synthesis for the review.
Analysis
•
•
•
•
Examine the main ideas and relationships presented in the literature across
the four domains.
Integrate concepts from the four different content domains within the larger
field of psychology.
What claim(s) can be made in the introduction?
What evidence supports the claim(s) made in the introduction?
Critique
•
•
•
•
•
•
•
•
•
•
Evaluate the reliability, validity, and generalizability of the chosen research
findings.
How well does the literature represent the issues across the four domains?
Identify the strengths and the key contributions of the literature.
What, if any, deficiencies exist within the literature?
Have the authors omitted any key points and/or arguments?
What, if any, inaccuracies have been identified in the literature?
What evidence runs contrary to the claims proposed in the introduction, and
how might these be reconciled with the claims presented?
Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct
might influence the reliability and/or generalizability of the chosen findings.
Did the ethical issues influence the outcomes of the research?
Were ethical considerations different across the domains?
Synthesis
•
•
•
•
Integrate existing ideas with new ideas to create new knowledge and new
perspectives.
Describe the research that has previously been done across these domains, as
well as any controversies or alternate opinions that currently exist.
Relate the evidence presented to the major conclusions being made.
Construct clear and concise arguments using evidence-based psychological
concepts and theories to posit new relationships and perspectives on the
topics within the domains.
Conclusion
•
•
•
•
•
•
•
•
Provide a conclusion and present potential future considerations.
State your final conclusion(s).
Synthesize the findings described in the discussion into a succinct summary.
What questions remain?
What are the possible implications of your argument for existing theories and
for everyday life?
Are there novel theories and/or testable hypothesizes for future research?
What do the overarching implications of the studies show?
Where should the research go from this point to further the understanding of
these domains and the gre
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least 24 peer-reviewed sources,
Must document all sources in APA style
Must include a separate reference list that is formatted according to APA 7th edition
style
1
Integrative Literature Review
The primary goal of this literature review is to integrate concepts from four different
content domains within the larger field of psychology. The four content domains should
be chosen from previous coursework in this program. In this paper, students will review
the findings in the individual empirical articles, organize the research in a meaningful
way, evaluate the reliability, validity, and generalizability of the research findings, and
present an integrated synthesis of the research that sheds new light on the topics within
and across the four domains.
A successful integrative literature review’s result may significantly contribute to a
particular body of knowledge and, consequently, to research and practice. Therefore,
before writing this literature review, substantive new research must be conducted via the
Internet and within the UAGC Library for each of the four chosen domains. A minimum
of six sources must be included for each of the four domains. Although content from
literature reviews completed in prior courses within this program may be included, it
may not constitute the total research for the individual domains addressed within this
assignment. No more than four sources from previous literature reviews completed in
this program may be utilized for this integrative review.
The headings listed below must be used within the paper to delineate the sections of
content. These sections include the following: a clear introduction that provides a
general review and organizes the research in a meaningful way; a discussion in which
the evidence is presented through analysis, critique, and synthesis; and a conclusion in
which the discussion is drawn together in a meaningful way, the claims of the
introduction are brought to a logical closure, and new research is proposed.
Introduction
•
•
•
•
Provide a conceptual framework for the review.
Describe how the review will be organized. The questions below may be used
to guide this section.
o What are the guiding theories within the domains?
o How are the domains connected?
o Are there competing points of view across the domains?
o Why is the integration of these domains important?
o What is the history of these domains?
o What are the related theories or findings?
Describe how the literature was identified, analyzed, and synthesized.
How and why was the literature chosen?
2
•
What is your claim or thesis statement?
Discussion
•
Provide the analysis, critique, and synthesis for the review.
Analysis
•
•
•
•
Examine the main ideas and relationships presented in the literature across
the four domains.
Integrate concepts from the four different content domains within the larger
field of psychology.
What claim(s) can be made in the introduction?
What evidence supports the claim(s) made in the introduction?
Critique
•
•
•
•
•
•
•
•
•
•
Evaluate the reliability, validity, and generalizability of the chosen research
findings.
How well does the literature represent the issues across the four domains?
Identify the strengths and the key contributions of the literature.
What, if any, deficiencies exist within the literature?
Have the authors omitted any key points and/or arguments?
What, if any, inaccuracies have been identified in the literature?
What evidence runs contrary to the claims proposed in the introduction, and
how might these be reconciled with the claims presented?
Explain how the APA’s Ethical Principles of Psychologists and Code of Conduct
might influence the reliability and/or generalizability of the chosen findings.
Did the ethical issues influence the outcomes of the research?
Were ethical considerations different across the domains?
Synthesis
•
•
•
Integrate existing ideas with new ideas to create new knowledge and new
perspectives.
Describe the research that has previously been done across these domains, as
well as any controversies or alternate opinions that currently exist.
Relate the evidence presented to the major conclusions being made.
3
•
Construct clear and concise arguments using evidence-based psychological
concepts and theories to posit new relationships and perspectives on the
topics within the domains.
Conclusion
•
•
•
•
•
•
•
•
Provide a conclusion and present potential future considerations.
State your final conclusion(s).
Synthesize the findings described in the discussion into a succinct summary.
What questions remain?
What are the possible implications of your argument for existing theories and
for everyday life?
Are there novel theories and/or testable hypothesizes for future research?
What do the overarching implications of the studies show?
Where should the research go from this point to further the understanding of
these domains and the greater study of psychology?
4
Integrative Literature Review
Caleb Smith
University of Arizona Global Campus
PSY699: Master of Arts in Psychology Capstone
Dr. Rushaunda Farmer
September 2, 2022
5
Integrative Literature Review
Introduction
Attention Deficit Hyperactivity Disorder (ADHD) is one of the chronic conditions that
children face during early development. It is majorly characterized by difficulty in attention and
impulsiveness. The condition develops during childhood and may persist for a prolonged period
leading to adulthood. It exhibits various dynamic symptoms and problems to an individual’s
health, resulting in low self-esteem and trouble initiating stable and functional relationships.
Attention-deficit hyperactivity disorder (ADHD) affects youngsters often and is a
neurodevelopmental condition. Millions of children worldwide struggle with ADHD, which lasts
into adulthood and affects between 3% and 6% of all children (Fageera et al., 2018). It combines
a variety of ongoing issues, such as difficulty focusing, with impulsive and hyperactive behavior
(Peasgood t et al., 2016). Furthermore, low self-esteem, complicated relationships, and poor
academic achievement are potential adverse effects for children with ADHD. While some
children never fully outgrow their ADHD symptoms, signs frequently weaken with maturity.
ADHD symptoms start before age 12 and can appear in young youngsters as young as three
(Peasgood et al., 2016). Some significant theories that will guide this review’s conceptual
framework on mental and physical health include; biological, psychodynamic, behavioural,
cognitive, and humanistic theories. The stipulated theories will guide the analysis of the four
psychology domains within the paper. The four domains of psychology include; mental and
6
physical health, biological, social, personality, and cognitive. The theories are connected through
each subject’s impact on the body. There is an underlying link within the designated domains
between the aspect of personality and the child’s overall well-being. The integration of these
domains is essential for promoting the universal perspective, which identifies the primary role of
social connectedness and stability. It is also essential to enhance stability, safety, and the
establishment of meaningful relationships within the environment.
The historical nature of the designated domains is that they were initiated in the 17th
century through an experimental study in Leipzig, Germany (DeWitt et al., 2019). The
researchers mentioned above chose the literature based on the underlying dynamics in the
condition’s prevalence. Researchers selected it because it exposes most children to many
problems that complicate their social and health status (DeWitt et al., 2019). The primary goal of
this literature review is to integrate concepts from four different content domains within the
larger field of psychology. While therapy does not cure ADHD, it frequently consists of
medications and behavioural remedies that can significantly reduce symptoms. While readily
available pharmaceutical management options for ADHD exhibit generally tolerable effect sizes
and relative strength, there is still a pressing need to improve current pharmacotherapeutic
strategies and create new therapies (Peasgood et al., 2016). In this report, I evaluated the
literature on the behavioural, cognitive, psychosocial, and psychopharmacological characteristics
of children with ADHD compared to their peers and explained the relevance of these findings.
Discussion
Analysis of the Four Domains
Psychopharmacology Domain
7
ADHD frequently causes young individuals to be sluggish, impulsive, or hyperactive, and
they are administered medication to alleviate these symptoms. Stimulants are the most
commonly given drugs (Osland et al., 2018). Methylphenidate and amphetamine are two
commonly used medications that act as stimulants. Other youngsters may be given non-stimulant
medications instead. According to Osland et al. (2018), the gold standard for treating ADHD is
combined therapy, which includes behavioural intervention and stimulant medicine to meet the
wide variety of issues that children with ADHD face. Neurotransmitters can regulate their
chemical equilibrium by taking medications that are absorbed for systemic effect in the body.
According to (Osland et al., 2018), non-stimulant and stimulant medications efficiently treat
ADHD symptoms in children with ADHD and tics.
Dextroamphetamine usage in youngsters may aggravate tics, whereas methylphenidate
and dextroamphetamine in dosage spikes may be limited owing to tic exacerbations. The authors
depict that pharmacological therapy affects each kid differently and that there is no one-size-fitsall treatment approach (Szechtman et al., 2020). Although the pharmaceutical treatment regimen
is successful, it must be changed to consider changes in ADHD and tic symptoms. Most
children’s ADHD and tic symptoms might improve with stimulant medications. (Szechtman et
al., 2020) is trustworthy since it is based on clinical studies and treatments that provide
information on the effects of pharmacology on reducing the impact of ADHD in children. The
findings emphasized the efficacy of pharmaceutical use in ADHD therapy (Osland et al., 2018).
Stimulatory drugs have been proven to increase motivation, motor coordination, visual-motor
abilities, short-term memory, and attention span in children with ADHD.
Psychopharmacology mainly emphasizes the aspect of recovery from ADHD symptoms
among children. The regimen’s diverse mechanisms aid in eliminating the designated symptoms
8
of ADHD (Tricklebank et al., 2021). The existing medications that aid in the aspect of
minimizing the condition entail the aspect of reducing the symptoms. Guanfacine is also one of
the medications utilized in the study to reduce the symptoms and other underlying conditions
(Spenser et al., 2020). The article stipulated that the designated results exhibit a dynamic range in
efficiency and impact on children with ADHD. There is a modernized approach that researchers
have used to tackle the condition that affects children in a wide range. The researchers utilize
telemedicine to provide therapy to the children affected by the designated condition. (Spenser et
al., 2020), stipulates that telemedicine has been successfully applied in diverse medical
specialities, resulting in favourable patient outcomes (Spenser et al., 2020). The use of
telemedicine-based on the researchers depict that the method is effective and diverse in terms of
efficiency.
The stipulated technique has been widely used in diagnosing and treating ADHD in a
group of patients within the childhood bracket. A successful systematic literature assessment on
telemedicine in ADHD was conducted successfully by researchers (Patten, 2019). The study
depicted that the method of telemedicine exhibits a high value based on acceptability. It
improved outcomes in relieving symptoms among children suffering from the condition (Patten,
2019). The article’s findings depict that the telemedicine method exhibit the ability and potential
nature of expanding clinical services to patients who have ADHD.
This psychological approach examines the aspect of the nervous system of an individual
and the entire physiological process. Additionally, it covers an individual’s nervous system,
hormones, and genetic constitution. ADHD is one of the significant conditions that children face
within society. The condition hampers the nervous system of the designated child, impairing
their sense of perception of certain things and accelerating other elements within the body
9
(Petker et al., 2020). The behavioural domain influences an individual’s behaviour based on
various perceptions. The biological domain critically evaluates the link between a child’s mental
state and the brain, nervous system, and hormones. The existing link between the stipulated
variables is exhibited through the aspect of behavioural change and moods of the child.
The thoughts and moods of children with ADHD are affected by the brain and other
central nervous system elements. The Psychopharmacology domain emphasizes that the
physiological body of an individual is responsible for the development of ADHD (Butala et al.,
2019). The status of the Central Nervous System (CNS) influences all the choices of the people
suffering from the stipulated condition. The biological approach of psychology attempts to
understand and explore the nutritional status of the brain within the human body (Franklin,
2019). The domain also explores the nature of the brain’s ability to handle proper decisions and
choices when affected by a particular condition. It attempts to explore how disorders like
schizophrenia develop from the genetic constitution of an individual.
The central nervous system controls an individual’s behaviour in a normal condition. In
children affected by ADHD, the nervous system and other receptors that control the child’s
reaction are impaired. These activities result in the aspect of increased reactivity among the
stipulated children. The physiological changes within the body induce restlessness and trouble in
concentration among children. Additionally, this offers various dynamic aspects of children’s
hyperactivity. There are different and diverse pathogenetic factors expose children to ADHD
(Holden, 2021). The transformation of the designated physiological state results in an abnormal
state in terms of operation and functionality.
The children with ADHD depicted in the study have been unable to maintain a stable and
still position for a prolonged period (McGrath, 2019). The element of fidgeting is among the
10
principal elements in the aspect of inducing abnormalities in children with ADHD. The
biological approach and the stipulated condition exhibit a concurrent relation as one depends on
the other (McGrath, 2019). The central nervous system controls concentration in children. Once
the physiologic state of the central nervous system has been impaired, the child becomes unable
to concentrate on the most effective tasks within the environment.
Psychosocial Domain
Psychosocial issues can impact someone’s emotional, behavioural, and physical wellbeing. Feelings, character, self-esteem, and relationships all impact psychosocial development.
Peer influence becomes more significant when teenagers develop their identities and discover
new aspects of themselves. Sutin et al. (2018) investigated psychosocial therapies for peer
connection difficulties to minimize antisocial symptoms in ADHD adolescents. Sutin et al.
(2018) examined several studies on behavioural therapy’s effectiveness for children with ADHD.
Evidence-based treatments, such as classroom, parent training, educational, and peer
interventions, are expressly highlighted. The study discovered that behavioural interventions for
school-aged children could be successful when used effectively in the classroom and at home.
Based on peer-reviewed research (Rao et al., 2020), used in the psychosocial domain is
trustworthy since peer reviewers accepted it as having adequate information to justify the use of
the treatment to cure ADHD (Rao et al., 2020). This research reviewed treatment techniques that
have successfully improved the social skills of children with ADHD and the prevalence of
undeveloped social skills in children with ADHD. (Rao et al., 2020). The effectiveness of social
interaction in decreasing negative behaviours in children with ADHD by administering therapy
at intervals. According to the findings, the sibling-mediated intervention was one of the most
successful strategies for enhancing social conduct in children with ADHD.
11
The positive and negative behaviour of the individual children suffering from the ADHD
condition exhibits diverse intervention mechanisms that modulate the underlying behaviour and
conduct. Some of the most effective interventions adopted by parents and other responsible
groups include parent training, school-based contingency management, and behavioural peer
interventions (Fabiano et al., 2021). These practices aid in the aspect of modulating the
behaviour of children suffering from ADHD condition. The article depicts that the children may
be subjected to mechanisms like training interventions that aid in recovering their organizational
and social skills (Fabiano et al., 2021). Based on the researchers, it is clear that the nature of
relationships for children suffering from the condition is vague.
Children in the study exhibit poor social skills that hinder their ability to adapt healthily;
and functional relationships within the environment. The research finds that behavioural parent
training improves the state of the children suffering from the condition and eliminates some of
the symptoms portrayed in the literature (Grassi, 2020). The article is reliable and effective as it
provides information and research from the medical perspective detailing the specific
psychosocial techniques that people can adopt to regulate and control the behaviour of children
who have ADHD.
The article channels data and evidence from a practical point of view with specific raw
data to support the claim that it lies in the underlying state of the children. The nature and form
in which it relays the information critically depict the aspect of credibility and effectiveness
(Hurst et al., 2020). It also focused on the principles of the psychosocial principles and ethical
considerations in the claim that it lays down, thus depicting the aspect of the positive element in
the social aspect. The theory stipulates that children suffering from ADHD exhibit a dynamic
threat or risk towards the aspect of diverse behavioural differences in the adulthood phase
12
(Vacher et al., 2020). The behaviour that people face in their lives exhibits the element of
ADHD. Adult individuals suffering from strange behavioural problems exhibit the aspect of
ADHD medical history.
The stipulated condition among children threatens the children and their adult life. The
symptoms of the disease prolong even in the future and adulthood face. The designated approach
focuses on the conflict that most people create in their social life and relationships. Children who
have ADHD experience most of the underlying societal issues. These entail; troubled
relationships due to the imbalance in nervous perception (Jiang & Ngai, 2020). The behaviours
that the children exhibit within society are diverse and exhibit a wide range of dynamic
differences that are aligned to the condition of ADHD. The stipulated approach aids in the aspect
of establishing a concrete understanding of the emotions that the children experience.
Children who have ADHD experience various emotional imbalance incidences; the
emotional imbalance among the children suffering from the condition is correlated to the
perception of the underlying individuals towards the activities that they engage in. the approach
aligns the unconscious patterns of behaviour among the children towards the emotional nature
like intense feelings that they experience within the environment (Kallweit et al., 2020). The
emotional state of an individual suffering from the condition exhibits the aspect of imbalance,
and this induces diverse elements and behavioural practices within the environment. The
emotional state and nature of an individual induce the aspect of dynamic changes in relationships
with other individuals within the environment, activities, and decisions of the people suffering
from ADHD exhibit diverse limitations.
Behavioural Domain
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In children with ADHD, hyperactivity and inattention-related developmental
vulnerabilities have been found. Children frequently find it difficult to control their conduct.
They struggle to remain focused, show consideration for others, and refrain from disruptive
conduct. DeMeyer et al. (2019) examined the achievement and suppression of aversive reactivity
under intermittent and continuous confirmation in kids without and with ADHD. To address
possible shortfalls in the accumulation or extinction of skills under restricted reinforcement in
ADHD, the authors evaluated the effectiveness of progressively increasing the rate of
reinforcement during procurement. In the two kid groupings, the researchers learned the
improvisatory reaction more slowly (De Meyer et al., 2019). Behavioural persistence was more
robust in all clusters when reacting was initially reinforced with little rather than continual
reinforcement. They used a ratio broadening method, and the researchers learned the desired
behaviour faster than partial compensation (De Meyer et al., 2019). There was no difference
between children who developed usually and those with ADHD.
The journal is a trustworthy source based on rigorous medical trials that examined a
randomized sample of kids with and without ADHD. In youngsters with ADHD, the researchers
combined reinforcement anticipation learning with operant conditioning. The researchers used
the operant conditioning idea in the study method, which involves utilizing reinforcements to
assist youngsters in adopting socially-valued actions (Langner et al., 2018). Researchers
discovered that applying negative and positive reinforcement might help children with ADHD
achieve lasting positive behaviour. Within a behavioural treatment framework, response
acquisition was more successful with incremental reinforcements than with only partial
reinforcements in this study (Bussu et al., 2018). The journal indicated that kids with the disorder
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were subjected to behavioural and attitudinal training. They healed well from the disease without
using pharmacological or medical practices.
This psychological domain concerns the behaviour and relations people exhibit within the
environment. Children are the most sensitive group that exhibits various behavioural changes
and altercations—the children suffering from the condition struggle when socializing with
people within the environment. The children suffer from diverse social implications and
challenges when relating with people. Impaired relationships are some of the most crucial
elements that children suffering from ADHD exhibit within the environment (Fageera et al.,
2018). The stipulated domain is mainly concerned with the external environment that the
children inhabit. The stimuli from the external environment are some of the significant elements
of concern for children who have ADHD. The children tend to react hypersensitively to minimal
stimuli to induce such a response from a specific physiological point of view.
The outside environment also plays a significant role in the relations and state of children
who have ADHD. Children are the leading group at high risk of contracting the disease. The
external environmental stimuli induce abnormal behavioural perceptions from the individuals
within the environment. The children may act in a way that is distinct and different from the
usual way (Melegari et al., 2021). The domain emphasizes that the child may be unconcerned
with the underlying perceptions of society. The nature and type of behaviour adopted by children
with ADHD are exhibited in a dynamic range of operations and variations. The rate of activity
and reactivity is slightly different from the children exhibiting a normal lifestyle. The stipulated
children tend to get bored more and thus find it hard to interact with other children within the
environment. In some cases, the children may exhibit a dynamic range of activities that may be
15
on the verge of inactivity within the environment (Mortimer et al., 2019). These elements induce
a different kind of behaviour that may be repulsive to peers of the same age.
Cognitive Domain
A cognitive domain includes knowledge acquisition, processing, and application.
Children with ADHD usually have difficulties with executive and non-executive skills, such as
impulsive behavior and working memory. According to Cadena et al. (2020), there is an ongoing
debate on whether ADHD affects children with above-average intellect and ordinary intelligence.
The researchers who conducted this research discovered that a higher IQ seemed to reduce
ADHD symptoms in adults and children. Above-average intelligence groups are less likely to
exhibit ADHD-related cognitive abnormalities than ordinary intelligence populations. The source
is highly reliable since they use a medical study to determine the efficacy of cognitive training.
Furthermore, the authors underlined the relevance of metacognitive in cognitive training in this
article. It comprised actions including paying attention, regulating, remembering, recalling
declarative knowledge, speaking, seeing and creating associations (Fayanto et al., 2019).
This psychological approach stipulates that emotions largely determine the designated
behaviour of children who have ADHD that they withhold. On the other hand, emotions are
determined majorly based on the nervous system’s response to external stimuli. The link of the
designated elements provides a concurrent association between the four psychology domains
stipulated in the paper (Huang et al., 2021). The approach stipulates the child remembers things
based on what they already know, but the dynamic shift in the reaction is induced by the
impairment of the nervous system within the designated child. The underlying condition
accelerates the children’s perception and reactions to stimuli.
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Impaired cognitive development is associated with ADHD on a variety of elements
within the environment. Diverse elements of cognitive functions are impaired by children who
have ADHD. Some impaired elements include those linked to the executive functions, like
control of impulse and the operational role of the memory. The reaction part of the central
nervous system associated with stimuli response exhibit an accelerated impairment that induces
an unexpected reaction from the designated individual (Rubia, 2018). The cognitive process of
the designated individuals becomes impaired when the child contract ADHD. The act induces a
different and dynamic change in the normal response to stimuli and reaction towards the basic
activities (Cecchini et al., 2019). The aspect of sustained attention is impaired within the child
suffering from the designated condition, and it plays a crucial role in the relationships that the
stipulated children exhibit. The social interaction of the children suffering from the condition is
impaired due to different perceptions of ideas and other societal elements. The nature of
hypersensitivity that the children exhibit includes excessive talking and physical exercise
movement within the environment (Ramsay, 2020). The stipulated approach majorly relies on
internal processes within the child. It also results in the aspect of underlying stress levels among
children that are progressing to the adult phase.
Claims of the Domains
Some of the claims about the four domains are; first, there is a dynamic association and
link between the four domains. Alternatively, there is a close link and association between the
aspect of the underlying ADHD condition. All the domains trigger the ADHD condition in
children through diverse phases and aspects. The stipulated condition is induced from the genetic
constitution of the child through mutation towards the emotional and behavioural aspects.
17
The transformation from the emotional state of the child suffering from the condition
progresses towards the aspect of various behavioural changes that make it hard to associate and
interact with the other children within the environment. Children’s behaviour in the environment
largely relies on the entire body and the stimuli that emerge from the environment. In addition to
the stipulated domains of psychology, there are different and diverse pathogenesis of ADHD
among children. Some underlying factors that can cause the condition include brain injury,
exposure to environmental carcinogens, premature delivery, and low birth weight.
Overacting Implications of Literature
The underlying implications are that children with ADHD have difficulties working in
school and at home and frequently struggle to form and maintain friendships. When children
with ADHD encounter hurdles or challenges in their daily routine, their immediate instinct is to
abandon the activity in which they are engaged. This is a foregone conclusion owing to the
impediment and lack of progress. After evaluating the sources, it is clear that children with
ADHD often have worse educational achievement than their neurotypical classmates. The reason
behind this is due to their inattentiveness. As a result of these broad ramifications, the topic
serves as a critical motivator for more studies to obtain a better knowledge of the problem and
decide how it might be solved.
As depicted in the literature, the children suffering from the stipulated condition exhibit
poor long-term outcomes that derail their academic achievements and other crucial
environmental practices. There is an element of contraindications and hostile behaviour among
the children that may not necessarily be based on the presence of ADHD but other elements or
diseases within the environment.
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The assumption is that abnormal behavioural activities among children are associated
with the stipulated condition. There are other factors and diseases that may trigger or induce the
element of dynamic behavioural changes. The literature depicted above does not portray a
positive control to ascertain the claim it embraces within the study. The control could effectively
induce the claim’s aspect and the conclusion regarding the disease. The child’s individual life has
been affected by a wide range of factors that induce dynamic spheres of activity and practices.
Critique of Domains of Psychology
The stipulated domains are highly reliable because they provide a dynamic view of the
overview and probable pathophysiology of ADHD among children. The findings imply that the
stipulated condition exhibits a wide range of diverse effects on the children regarding behaviour
and other elements. An individual child’s behaviour is subjected to concrete scrutiny based on the
underlying emotions. ADHD among children has been initiated by an individual’s genetic
makeup, manifesting the fundamental component of the central dogma. The domains are
incredibly reliable and efficient for the data they provide (Arya et al., 2021). The mental health
of the children suffering from the condition has been linked to cognitive impairment and the
nervous system insinuating that the physiological state of the central nervous system has been
altered. It makes the stipulated behavioural domain extraordinarily reliable and credible for the
data and information it provides.
The literature represents the underlying issue among children across the four domains
based on the pathophysiology and pathogenesis of the condition. The expansive view of the
literature has primarily been concerned with the occurrence of ADHD among children. The issue
19
has been presented in the stipulated literature based on the group that exhibits a high risk of
contracting the illness. The extent to which the disease threatens an individual child’s health
within the environment has also been considered (Skov & Nadal, 2020). The literature utilized in
the paper depicts the occurrence and symptoms of children who have ADHD. The ADHD
condition has been presented in the literature on the links of initial physiological change to the
dynamic nature of societal behavioural transformation (Skov & Nadal, 2020). The condition
mainly affects the conduct and social life of the children. Thus, the literature has presented it
based on its impact on the child and the family to which the affected child belongs.
The literature utilized in the study exhibits a wide range of strengths that can be
integrated into future research and optimize the solution for the underlying condition. One of the
major strengths that the sources have is increasing the overall knowledge of the ADHD condition
in children. The sources emphasize the status that can prompt the child to develop the stipulated
condition. It offers various diverse options for a prescribed solution to eliminating the problem.
The articles provide information concerning ADHD in children uniquely and distinct from other
elements (Barbosa et al., 2021). The sources have focused on the primary causes of the condition
and a wide range of alternative solutions that can be utilized to eliminate the symptoms or
alienate the condition’s occurrence. The domains presented in the literature depict various criteria
essential for the in-depth understanding of the stipulated condition in children.
The literature utilized in the review portrays various dynamic and essential weaknesses
for tackling the issue. The literature fails to provide a link between the transition of behaviour
exhibited in the children suffering from the specified condition and adults that develop after that.
Children with ADHD develop into adults after a significant period; the sources utilized fail to
provide a link between childhood ADHD and the one exhibited by adults. The behavioural
20
transformation from children to adults has not been depicted in the literature, thus offering a
wide range of weaknesses that might be essential in the long run. The link between the two
developmental phases is essential to understanding the pathophysiology and impact of the
disease. The authors have omitted such information in the articles, thus inducing the element of
weaknesses that are dynamic and consequential to the research adopted.
The APA’s ethical principles of psychologists and code of conduct could influence the
reliability of the findings chosen for the depicted research. The principles could transform the
nature in which the study is portrayed and conducted. The study could change the results since
fidelity and responsibility principles could be utilized. How the researchers could have
conducted the research would have affected the state and nature of the findings. Children with
ADHD exhibit diverse neurological damages that could affect their life choices (American
Psychological Association, 2017; Sinclair, 2020). The nature of conducting the study could entail
obtaining ethical clearance. The rights of the people and dignity could induce a difference in
dynamic findings obtained from the studies.
In the pathophysiological state, children who have ADHD exhibit a wide range of
underlying behavioural transformations. The ethical principles influence the dynamic ability of
the underlying findings of the study. Some ethical issues that influence the research include
conflicts of interest and ethical approval. The act of acquiring ethical approval for the stipulated
research could have been critical for the study since the individuals who participated fall within
the age range below 18 years. The adjustment of the research is essential for inducing credible
data and the design of the results obtained. The ethical considerations utilized and considered
within the study were slightly different across the domains utilized in the research. The
operational technique and scale of the four domains exhibit a wide range of differences that call
21
for the utilization of different ethical considerations (American Psychological Association,
2017). The variability of the underlying ethical principles emerges on the nature of the child’s
impact in terms of behaviour and other factors within the environment.
Synthesis of the Four Domains
Children with ADHD can utilize different techniques to improve their existing condition.
The dynamic range of operations in the children’s residence is wide and depicts the element of
weakness. There are new activities that the children suffering from the stipulated condition can
engage in to improve their aspect of interactive ability. The existing interventions for children
who have ADHD include the aspect of parental training and other school-based programs that
are essential for the regulation of the children’s activities. These practices can be integrated with
other practices like indoor scavenging hunts, effectively modulating children’s behaviour and
activities. The indoor scavenging game can effectively keep the children engaged effectively and
professionally.
The intervention practices will induce the coordinated control for the activity of
increasing the participation of children with ADHD and other dynamic aspects. Some other
activities that can be introduced and integrated into association with the new entities include
building towers out of cards or blocks. It creates an activity for children who have ADHD, thus
making them partially active and engaged. Alternatively, the activity creates a wide range of
activeness that is essential for the aspect of the dynamic ability of children to engage actively.
Indoor obstacle courses and jumping rope are essential activities that can be integrated
with the current interventions toward modulating the behaviour and activities of children with
ADHD. These activities are essential for keeping the designated children engaged, thus resulting
in the aspect of diverse beneficial, and positive progress within the environment. Positivity of the
22
underlying issues is essential and can be initiated through the activities mentioned above that can
offer a unique element in terms of diverse participation and control of behaviour exhibited by
children who have ADHD.
Previous Research on the Domains
Children whose siblings have neurodevelopmental problems are more likely to
experience psychosocial maladjustment than normal children. The risk varies depending on the
neurodevelopmental condition. Parents of a child with attention-deficit/hyperactivity disorder are
one category of siblings that has received little attention in studies (ADHD). The goal was to
identify research gaps by reviewing all publications on psychological functioning in siblings of
children with ADHD. A group of searchers did a comprehensive literature search in PsycINFO,
MEDLINE, and ERIC using terms related to ADHD and siblings. It considered studies that
relied on clinical ADHD diagnosis employed a control group (or groups) for sibling data and
looked at within-sibling sample relationships.
The research considered 15 publications that looked at psychosocial adjustment in 3729
siblings under 18. Across studies, researchers found four major psychosocial adjustment
categories: mental health, family environment, quality of life, and resilience (Orm & Fjermestad,
2021). Most of the research analyzed revealed that siblings had more significant mental health
issues than control, with small to large, assessing the significance. The analyzed studies indicated
that siblings had more family disputes and much less cooperation than controls, with middling
effect sizes. Siblings exhibited a lower level of happiness and resilience than controls (significant
effect). Siblings of ADHD children had lower psychosocial adjustment than controls. However,
research is limited, and further studies examining connections between psychosocial
characteristics and intervention outcomes are required.
23
Autism and ADHD are examples of neurodevelopmental disorders (NDDs). The
disorders are behaviourally characterized by adaptive functioning issues caused by variances,
changes, and abnormal brain maturation. In contrast, it is widely acknowledged that NDDs are
complex conditions with diverse genetic and environmental factors underlying their presentation
and functional impact. A recent and highly divisive debate has focused on the appropriateness of
the biomedical paradigm over the neurodiverse framework in framing conceptions of these
conditions. Amidst being brushed aside by research and practice; the Global Health Institution
International Classification of Functioning, Disability, and Health (ICF), published in 2001,
views functioning adaptively, providing a framework for exploring, diagnosing, and treating
NDDs holistically (Bolte et al., 2021). As proven by autism and ADHD, it is believed that the
ICF offers many chances for accounting for environmental variables in NDD research and
clinical management and the potential for reconciling the seemingly incompatible biological and
neurodiverse perspectives.
It is commonly acknowledged that NDDs have numerous etiologists stemming from
environmental and genetic factors. However, a better comprehension of their causal influence on
neurodevelopment remains lacking. Despite estimates that ASD and ADHD have a heritability of
80% for both medical assessment and traits, strong evidence of genetic causality is evident in
only a handful of cases, with the majority remaining idiopathic. Recent molecular genetic
investigations of ASD and ADHD reveal that they are highly polygenic, with hundreds or even
thousands of common gene variations contributing minor effects and uncommon significant
impact inputs from de novo mutations. Because ASD, ADHD, and other NDDs share genetic
influences from multiple phenotypic variations (pleiotropy), these illnesses frequently co-occur
with other mental and somatic problems. While genetics is the most crucial component in NDDs,
24
twin and family studies show that environmental variables, particularly non-shared external locus
of control with little effects, play a role in their genesis. Assessments of non-shared contributions
for ASD range from 17 to 20%. And ADHD from 13 to 24%, depending on the measure,
behaviour domain, and age (Repantis et al., 2021). Humans have always attempted to increase
their cognitive capacities. Several methods for improving cognition are commonplace, such as
the usage of caffeine in the type of caffeine-containing drinks. Other approaches, such as the use
of prescription medications, create ethical and legal difficulties. This phenomenon is known as
pharmacological neuroenhancement or perceptual enhancement (Repantis et al., 2021). Various
chemicals are likely to be used for this purpose, including prescription stimulants such as
methylphenidate (MPH), a norepinephrine reuptake inhibitor primarily used in the therapy of
attention-deficit/hyperactivity disorder.
Although some experimental and anecdotal evidence shows that MPH has a good effect
on healthy people’s cognition, other studies demonstrate little or even adverse effects. Provigil
(MOD) is a quasi-stimulant used to enhance cognition (Repantis et al., 2021). It is used to treat
narcolepsy because of its wakefulness-promoting effects. Its mechanism of action is unclear;
however, it appears to boost extracellular catecholamine levels while indirectly activating the
hypocretinergic system, according to a systematic research analysis on sleep-deprived healthy
persons. MOD preserves alertness and, to some extent, improves cognitive performance to a
greater extent than placebo. Diverse research has been conducted on the designated domains of
human relationships and social cognitive behaviour.
Conclusion
Fatigue, pain, dyspnoea, irritability, and feeding difficulties are the most often described
symptoms by caregivers caring for children with ADHD in the healthcare facility, pain and
25
dyspnoea being the most frequently treated symptoms. Our findings show that practitioners may
inadequately diagnose and manage mental health issues linked with advanced nervous disease
hospitalization. The existing link between the structural connectivity between the central nervous
system will aid in future research on ADHD in children. The neurotransmitter and the region of
the brain affected by the stimulant medication will aid in future research on the psychology of
children. The four domains in the literature will be the significant imperative elements of
diagnosing and understanding the pathophysiology of dynamic ADHD conditions in children.
The psychosocial domain of psychology depicted in the paper exhibits a wide range of external
imuli that initiate the aspect of behavioral transformation among children on the grounds of
impulse and hypersensitivity. The behavioral domain depicts the diverse elements that result in
the transformation of behavior among children experiencing ADHD. The research should
progress on the affected children’s development and personality to further understand the
domains. The development phase of the children affected with ADHD should be tracked to
enhance the aspect of development and progression of the illnesses. An active comparative study
should also be undertaken further to understand the behavioral changes within the four domains.
26
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