ADHD Medication Analysis

Attention-deficit hyperactivity disorder (ADHD) is a common childhood disorder, impacting about 5% of children worldwide (Prasad et al., 2013). Typically children diagnosed with ADHD display symptoms such as hyperactivity, impulsivity, and inattention. These characteristics usually lend themselves to challenges in school and academic achievement. Children with ADHD are more likely to underachieve in school, to complete less work and receive lower grades (Prasad et al., 2013). With such an impact on educational achievement, it is important to find the most effective and beneficial interventions to aid students. Medication is one such intervention, however, there is major concern over its use and it is the reason for a major debate in the field of special education today.
Proponent Viewpoints
Medication for school-aged children is usually the first-line of defense when it comes to treating

As with any medication, there is the risk for potentially averse consequence, however, proponents of the use of ADHD medication argue that the benefits greatly outweigh the risk. In addition, they argue that the majority of the side effects for ADHD medication are usually minimal and when they are more severe, they impact very few individuals. Lerner and Wigal (2008) assert that approximately half of all children diagnosed with ADHD take medication and most have a positive response. In addition, many of the minor side effects that do occur when an individual first starts the medication dissipate over time, or can be managed with adjustments to dosage and timing (Lerner & Wigal, 2008). Also, the possible averse consequences of long-term stimulant medication for ADHD, which includes things like loss of appetite, temporary weight loss, and minor increases in blood pressure or heart rate, can be tracked and are clinically significant for only a minority of the patients (Lerner & Wigal,