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Attention-Deficit Disorder: Study shows legislation was misguided, unnecessary
This is an archived article that was published on sltrib.com in 2005, and information in the article may be outdated. It is provided only for personal research purposes and may not be reprinted.

It is clear now that a much-debated bill that was said to champion parents' rights against interfering teachers - eventually passed by the Legislature and then vetoed by Gov. Jon Huntsman Jr. - was an attempt to solve a problem that does not exist.

Called the "Ritalin bill," House Bill 42 would have prevented teachers from doing evaluations of students or requiring that a child use medication. Opponents, including the State Board of Education and child advocacy groups, rightly pointed out that state policy already prevents teachers from requiring any kind of treatment. They were concerned the bill would discourage well-meaning teachers from discussing children's behavior with their parents, fearing they may run afoul of the law.

Its sponsor, GOP Rep. Mike Morley of Spanish Fork, could cite no specific examples. Still Morley and others justified the bill by vague references to over-medicated children, and teachers who wanted to dope up students to make them more manageable. They specifically targeted the use of Ritalin and similar drugs used to treat attention-deficit disorder and attention-deficit hyperactivity disorder.

We believed this kind of legislating by fear based on rumor was potentially harmful to students. Fortunately, Gov. Huntsman believed as we did.

Now a federal state-by-state survey suggests that fears of Ritalin being overprescribed in Utah are groundless. In fact, a higher percentage of children are diagnosed with ADD and ADHD in 47 states, and 45 states had a higher percentage of children using medications to treat them.

The 2003 National Survey of Children's Health showed that about 5.5 percent of Utah children had been diagnosed with ADHD, compared to 7.8 percent nationwide, and only about half were taking medication.

If not treated, with medication or intense behavior modification or both, the disorders can lead to poor academic achievement and self-image, abnormal reactions in social settings, strained relationships and more accidental injuries.

Teachers are a vital link in diagnosing the disorders because the symptoms, including inability to complete tasks and follow directions, are likely to show up in a classroom setting.

Morley was wrong this year to try to put legal limits on vital parent-teacher discussions. Although supporters say they won't give up, it would be wrong to try it again in 2006.

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