Chapter 8 Introduction
Attention-Deficit/Hyperactivity Disorder (ADHD) is a psychiatric disorder that is most often diagnosed in school-aged children. It is the most prevalent childhood psychiatric disorder in Canada (Centre for ADHD Awareness, Canada [CADDAC], n.d.). ADHD occurs in 3-5% of elementary-school aged children and is more common in males than females (Johnson, 2009). In Canada, each classroom will include at least 1 to 3 students with ADHD (CADDAC, n.d.). Furthermore, at least 50% of children with ADHD will continue to have symptoms in adolescence and adulthood (Bélanger, Andrews, Gray, & Korczak, 2018). Approximately 4% of adults experience at least some symptoms of ADHD (CADDAC, n.d.).
Many children with ADHD find it difficult to focus on tasks and follow instructions, and these characteristics can lead to problems in school and at home. How children with ADHD are diagnosed and treated is a topic of controversy, and many people, including scientists and nonscientists alike, hold strong beliefs about what ADHD is and how people with the disorder should be treated. This module will familiarize the reader with the scientific literature on ADHD. First, we will review how ADHD is diagnosed in children, with a focus on how mental health professionals distinguish between ADHD and normal behavior problems in childhood. Second, we will describe what is known about the causes of ADHD. Third, we will describe the treatments that are used to help children with ADHD and their families. The module will conclude with a brief discussion of how we expect that the diagnosis and treatment of ADHD will change over the coming decades.
Autism Spectrum Disorder
People with autism spectrum disorder (ASD) suffer from a profound social disability. Social neuroscience is the study of the parts of the brain that support social interactions or the “social brain.” This module provides an overview of ASD and focuses on understanding how social brain dysfunction leads to ASD. Our increasing understanding of the social brain and its dysfunction in ASD will allow us to better identify the genes that cause ASD and will help us to create and pick out treatments to better match individuals. Because social brain systems emerge in infancy, social neuroscience can help us to figure out how to diagnose ASD even before the symptoms of ASD are clearly present. This is a hopeful time because social brain systems remain malleable well into adulthood and thus open to creative new interventions that are informed by state-of-the-art science.
