Classification of attention deficit hyperactivity disorder (ADHD) considering diagnosis and treatment

Published Online June 2019 in MECS DOI: 10.5815/ijmecs.2019.06.04

An ADHD syndrome is a critical medical problem for children. An ADHD child brain and its activities are different compare to normal child. An ADHD child syndrome leads to lose interest on any activities. The syndrome problem affects child at home, at study location, surrounding friends. Children has trouble to pay concentration, careful listen, follow instructions, sit quietly, simply stay for instructions. ADHD children struggle more in their daily life and it happens often. The most significant factor in this regard is to analyse the issues related to disorder and find the suitable remedy for the problem. This survey combines all the features related to ADHD disorder and some suggested solutions to the problem. There is a requirement of some sort of tool/application/game/analysis method to diagnose and to give treatment for ADHD. In an advanced technology robots are assisting children in learning process [1].

This survey is an opportunity to discover in depth about ADHD. The assessment related to ADHD leads to become close understanding of disorder, the current state, current/past work, symptoms, and solution techniques/methods of the disorder. ADHD symptoms are like anxiety, depression, self-injury etc. Considering these symptoms the motivated factor in this regard is children are facing the problem of ADHD, if it is not diagnosed and treated it continuous in adulthood too. In adulthood if the person is having all these symptoms then it leads to more complicated problems in her/his life for instance accidents, crime, angry etc. This is a significant area (ADHD) need to study the disorder and must provide necessary treatment for problems. The paper summarizes many fields which are related to ADHD.

• II.    Different Diagnosis Methods for Adhd

In this section, we present the classification of different diagnosis methods for the ADHD disorder. Some techniques were introduced as a solution to ADHD. It does not require any blood sample, brain scan or any genetic screening procedure to diagnose the disorder. Moreover there is no specific test to identify disorder. Even it is difficult for doctors to evaluate and forecast the disorder before suggesting any medicine. The disorder is related to biology and brain, and need to remember it is not at all your fault. Some specific symptoms of disorder are simple to identify than other disorders or symptoms. Need to conduct diagnosis procedure followed by evaluation techniques for the disorder [2]. Hence, we have classified the different diagnosed methods. The disorder is classified based on many criteria such as diagnosis, treatment, symptoms, and techniques. Fig 1 shows the taxonomy of the classification.

Fig.1. ADHD Classification Taxonomy

• A.    Summary of adhd based on attention

Kids are distracted when they have trouble in attention, concentration and difficult to stay on single task. When students have less attentive they may fail to listen directions, miss details, and the task is incomplete. Students look like absent minded and forgetful. The study [3] investigates the relation among preschool teaching faculty in addition to this sample of preschoolers also investigated. Table 1 gives the Summary of ADHD using Attention.

In ADHD attention is the crucial factor, children who are having disorder struggle to pay concentration at home, school. The work [3] gives importance for preschool children (147 male, 132 female), proves that the children whose close attachment with teacher secured good action, vision and listening skills. A single sweep analysis [4] method applied on 25 controlled and 25 ADHD boys and proved it is a sensitive method for investigation it has another advantage is group specific distinctions can also be measured. The crucial factor of ADHD is stress; Padmaja in their work [5] concentrated on stress using socio mobile data. And they identified features (closeness, eigenvector, and centrality) which boost stress level only in adults. As children grow they should adjust for each new environment, it is important too, work [6] describes developments in children while asking questions by designing schemas, and special case children were not included in homogeneous sampling. Using Deep Belief Network and greedy method Saeed [7] proved there is a maximum ADHD prediction accuracy can be achieved and that can be compared to other methods.

• B.    Contribution of neuroscience for adhd diagnosis

Moreover ADHD is brain related disorder. Neurologists found that problems such as anxiety, moody anger, and emotion are all results of defected neurotransmitters. Brain is divided into four blocks named as Frontal Cortex, Limbic System, Basal Ganglia and Reticular Activating System. All these parts are actively participates in ADHD patients. The research [8] shows how brainstem responses were collected and proves that these signals reduce mistakes while evaluating samples. Table 2 gives the Summary of ADHD using Neuroscience.

Human brain is the central processing unit of human body. In ADHD disorder brain and nervous system plays an important role. A Neurodevelopmental based work [9] using questionnaires for parents and children developed by Giovanna, investigated whether the child is having ADHD or not. An Immunological and neurotrophic markers [10] are used to find the risk level and illness which leads to ADHD, the drawback of the work is small number of high risk. An analysis of brain signals [11] is a crucial factor for ADHD, paraconsistent procedure provides 80% of kappa index for ADHD, and still there is a scope for improvement of sensitivity factor. To increase the attention and meditation [12] neurofeedback is the suitable technique, it requires the design of 3D game with multiple factors. The work [13] shows that both cox and multi-state model for bipolar disorder results looks parallel. The work [14] on Socioeconomic Status (SES) proves that the disorder investigation and treatment must start in very early age, and the not concentrated on the effects of SES. The research [15] on Metacognitive interventions initiates the improvement of writing skills in school children, and less importance is given on teachers spent time for narrative writing. The work [16] on Dysfunctional neural proved that the abnormality in interregional connections for ADHD children. The study [17] includes the blood samples to study brain activities, and proves that these brain abnormalities assist to detect ADHD.

Table 1. Summary of adhd using attention