5 Things You Need to Know About the Genetic Causes of ADHD

1. Causes of ADHD

In the Diagnostic & Statistics Manual of Mental Disorders (DSM) IV-TR, published by the American Psychiatric Association (2000), it stated that with ADHD "there may be a history of child abuse or neglect, multiple foster placements, neuro-toxin exposure (e.g. lead poisoning), infections (e.g. encephalitis), drug exposure in-utero or mental retardation. Although low birth weight may sometimes be associated with attention deficit/hyperactivity disorder, most children with low birth weight do not develop Attention Deficit/Hyperactivity Disorder, and most children with Attention Deficit/Hyperactivity Disorder do not have a history of low birth weight." It is more common to find ADHD in the first degree biological relatives of children with ADHD. Considerable evidence attests to the strong influence of genetic factors on levels of impulsiveness, hyperactivity and inattention. Studies also suggest higher incidents of Mood and Anxiety Disorders, Learning Disorders, Substance Related Disorders and Antisocial Personality Disorders in individuals with Attention Deficit/Hyperactivity Disorder.

2. The Symptoms of ADHD

According to Michael Murray, N.D. (1998), the characteristics of this disorder, cited in order of frequency are:
1) Hyperactivity
2) Perceptual motor impairment
3) Emotional instability
4) General coordination deficit
5) Disorders of attention (short attention span, distractibility, lack of perseverance, not listening and poor coordination).
6) Impulsiveness (action before thought, abrupt shifts in activity, poor organizing, jumping up in class in children).
7) Disorders of memory and thinking
8) Specific learning disabilities
9) Disorders of speech and language
10) Equivocal neurological signs and electroencephalographic (EEG) irregularities

3. Brain-Behavior Relationship

In ADHD: A Guide To Natural Healing, Clarissa E Steffen, Ed.D., N.D., states, "The brain is directly affected by the food we eat, air we breathe and the manner in which we treat our bodies." The interrelated relationships are evident in our behavior. When observing children with ADHD, this relationship is directly in question. Whether hyperactive behavior is fueled by nutritional deficits, toxic chemical exposure, refined sugars or carbohydrates, the combination of food additives mixed with dyes, or prescribed medications, the answer is communicated in brain function. Hyperactivity is the bodies' response to the signals received by the brain in reaction to the chemical input in brain function. The challenge and mystery lies in determining the cause of the trigger to the brain that results in hyperactive behavior.

Using stimulant medications to control the hyperactivity will result in sleep disturbance in approximately 25 percent of those prescribed as stimulant medications have an effect on the arousal areas of the brain. The challenge is to provide the necessary stimulation for daytime function without over-arousal that results in sleep disturbance. Some researchers states that using stimulant medications may double your child's likelihood of experiencing sleep disturbance.

4. Information Processing

In understanding ADHD, it is important to look at the structure of the brain. An area referred to as the cerebrum is responsible for higher mental functions. The outermost surface of the brain has many nerve cells--this is called the cortex. Deep inside the brain is the thalamus, which acts as the way station for relaying messages to the cortex. This function is critical to information processing and for many areas with ADHD is where the breakdown of transferring information occurs. The manner in which the information gets processed is different for individuals with ADHD than in those who don't suffer from ADHD. In some cases, the individual may not receive or encode the information correctly, which makes it more difficult to retrieve it (e.g. similar to misfiling information). When information is entered in a disorganized manner, attempts at retrieval can feel like searching for a needle in a haystack. Sometimes the length of time for retrieval is problematic; it is there, but the processing is slow. When this happens, if the individual is faced with a task on demand that requires an appropriate response within a given time-frame, he will experience failure. Weaknesses in the pre-frontal cortex, which is involved in higher mental functions, and personality can result in impulsive behavior or difficulty in shifting attention between or within tasks. Some individuals present with weaknesses in their frontal lobes, which causes them to experience difficulty in planning and organizing (executive functions). Receiving the proper assessment to diagnose ADHD is essential and may take time, but will be critical in designing an appropriate approach for treatment.

5. So Now What?

ADHD has long since become a "catch-all" diagnostic category. Despite this, it is still important to have a thorough evaluation. Frequently, the quick-fix approach of trying a medication to see if it helps is offered. Given the numerous side effects, this isn't your smartest approach to treatment or your health, or that of your child. In some cases, medications are necessary, when used appropriately. Advancements in bionutrition offer some promising alternatives, and corrective measures are beneficial to see if a reduction in symptoms is experienced. Consider food and dietary adjustments, and removal of food and environmental allergens. Try to remove any chemical toxins from your diet by controlling the ingestion of food additives and dyes. Make efforts to support and strengthen the digestive and elimination system. Work on improving the immune system. The use of nutritional supplementation, counseling, cognitive-behavior plans, consistent parenting and discipline techniques, and changes in lifestyle to create a healthy family pace may be helpful and perhaps offer a solution that allows you to make a healthier choice in treatment.