A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Behavioral and Brain Sciences 28 (3):397-419 (2005)
Attention-deficit/hyperactivity disorder (ADHD) is currently defined as a cognitive/behavioral developmental disorder where all clinical criteria are behavioral. Inattentiveness, overactivity, and impulsiveness are presently regarded as the main clinical symptoms. The dynamic developmental behavioral theory is based on the hypothesis that altered dopaminergic function plays a pivotal role by failing to modulate nondopaminergic (primarily glutamate and GABA) signal transmission appropriately. A hypofunctioning mesolimbic dopamine branch produces altered reinforcement of behavior and deficient extinction of previously reinforced behavior. This gives rise to delay aversion, development of hyperactivity in novel situations, impulsiveness, deficient sustained attention, increased behavioral variability, and failure to “inhibit” responses (“disinhibition”). A hypofunctioning mesocortical dopamine branch will cause attention response deficiencies (deficient orienting responses, impaired saccadic eye movements, and poorer attention responses toward a target) and poor behavioral planning (poor executive functions). A hypofunctioning nigrostriatal dopamine branch will cause impaired modulation of motor functions and deficient nondeclarative habit learning and memory. These impairments will give rise to apparent developmental delay, clumsiness, neurological “soft signs,” and a “failure to inhibit” responses when quick reactions are required. Hypofunctioning dopamine branches represent the main individual predispositions in the present theory. The theory predicts that behavior and symptoms in ADHD result from the interplay between individual predispositions and the surroundings. The exact ADHD symptoms at a particular time in life will vary and be influenced by factors having positive or negative effects on symptom development. Altered or deficient learning and motor functions will produce special needs for optimal parenting and societal styles. Medication will to some degree normalize the underlying dopamine dysfunction and reduce the special needs of these children. The theory describes how individual predispositions interact with these conditions to produce behavioral, emotional, and cognitive effects that can turn into relatively stable behavioral patterns. Key Words: catecholamine; clumsiness; dopamine; hyperkinesis; hyperkinetic disorder; impulsivity; monoamine; neuromodulator; overactivity; pollutants; reinforcement; reward; verbally governed behavior; soft signs; variability.
|Keywords||catecholamine clumsiness dopamine hyperkinesis hyperkinetic disorder impulsivity monoamine neuromodulator overactivity pollutants reinforcement reward verbally governed behavior soft signs variability|
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Citations of this work BETA
Susan Hawthorne (2010). Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD. Studies in History and Philosophy of Science Part C 41 (1):21-31.
Leslie G. Ungerleider Stacia R. Friedman-Hill, Meryl R. Wagman, Saskia E. Gex, Daniel S. Pine, Ellen Leibenluft (2010). What Does Distractibility in ADHD Reveal About Mechanisms for Top-Down Attentional Control? Cognition 115 (1):93.
Stacia R. Friedman-Hill, Meryl R. Wagman, Saskia E. Gex, Daniel S. Pine, Ellen Leibenluft & Leslie G. Ungerleider (2010). What Does Distractibility in ADHD Reveal About Mechanisms for Top-Down Attentional Control? Cognition 115 (1):93-103.
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