The literature is replete with references to Attention-Deficit/Hyperactivity Disorder (AD/HD) and the learning consequences. Generally speaking AD/HD is characterized by developmentally inappropriate impulsivity, attention, and hyperactivity. It is a neurological disorder (DSM-IV-TR, 2000; Breggin, 2000) that has serious consequences including school failure, problems with relationships, conduct disorder, substantive abuse and job failure (Bagwell, 2001; Cepeda, 2000). More specifically AD/HD refers to a family of related chronic neurobiological disorders that interfere with an individual's capacity to regulate activity level (hyperactivity), inhibit behavior (impulsivity), and attend to tasks (inattention) in developmentally appropriate ways. Treatment for the disorder runs the gambit from behavioral therapy (Rabiner, 2003), to herbal remedies (Chan, 2000), to medication (Biederman, 1999).

             For the most part the drugs used to treat AD/HD are those, which must be prescribed by a physician. Regardless of the drug prescribed the most effective way to treat AD/HD is to use a combination of drugs and therapy. The most common, as well as most familiar, prescriptive medications used for the treatment of AD/HD in children are those stimulants known as methylphenidates (Ritalin, Concerta, Metadate-ER) and amphetamines (Dexedrine, Dexedrine Spansules, Adderall.) (Breggin, 1998; Watkins and Brynes, 1999). However, administering these particular drugs to AD/HD children reportedly has some rather severe ramifications such as drug dependency, changing brain chemistry, suppressing appetite, and disrupting the growth hormone. Stimulant medications commonly used to decrease distractibility by increasing focus and concentration, are Ritalin, Dexedrine and Cylert. The general misconception is that this type of medication is used to control hyperactivity. However, the decrease in observable hyperactivity is actually the result of increased ability to concentrate.