Hyperactivity and attention disorders: theoretical controversies and practical consequences

Abstract

The present article emerged from this year's VDS Berlin event series focusing on “schools for children with physical disabilities and hospital schools.” This thematic context implies that hyperactivity and attention disorders may be relevant not only in clinical settings but also in the field of physical disability. There may be two reasons for this: first, children and adolescents with these problems are found in substantial numbers at schools for children with physical disabilities; second, the mainstream scientific discourse regards hyperactivity and attention disorders as an impairment—or more precisely, a disease—attributable to organic factors. According to this view, primarily neurophysiological factors are responsible for these disorders. They are currently located in particular neural networks and synaptic circuits. Genetic factors are considered extremely important on the basis of family and twin studies (Joint Statement of International Scientists 2005). Remschmidt and Heiser (2004, A2457) estimate their contribution at 70 to 95%. Environmental influences, so-called exogenous risk factors, are therefore regarded only as amplifying conditions (Amft 2004; Walther & Ellinger 2008).