http://www.sciencedaily.com/releases/2013/05/130509123329.htm?goback=%2Egde_1356127_member_239959012

Many respond to the research in the article as if it establishes that biological deficiencies cause children to meet the criteria of the ADHD diagnosis and that medications are "correcting" those deficiencies. However, the findings could also mean that children doing ADHD behaviors frequently will also respond in particular ways (including brain responses) when required to do particular kinds of tasks. These same children may respond (including brain responses) differently when doing other kinds of tasks (particularly those they initiate and enjoy). 

Also, 
1. The research does not tell us whether medication is the only way to get a child diagnosed with ADHD to respond in a more typical way. New learning might also help them respond (including brain response) in a "normative" fashion. 

2. The research does not tell us whether the observed biological pattern is the cause or consequence of doing ADHD responding. We might also deduce that responding with ADHD behavior over time changes biological development (including brain responses) just like what happens when people eat poorly or have stress.  

Always remember, when people took "diet pills" their house cleaning improved (and very likely their brain responses changed as well). However, no one thought they were correcting a biological deficiency when that happened. 

Traditional View

In the accepted view of ADHD, we tell people that they have a permanent disorder. They learn that their brains are less capable of doing self-management. This developmental delay called “ADHD” renders them less able to organize their behavior for longer-term success. They will always be more dependent on external forms of assistance when trying to meet expectations.

                The Benefit

When told about their disability, the expectation is that the “afflicted” person will have a grief response. He or she will go through a mourning process. But in the end, they will know why their life has been in shambles. That awareness will comfort them. They will know that ADHD is not their fault, and they can seek the necessary assistance from medicine and other forms of compensation. Impaired Individuals can accept the view that they are “unable”, and they can abandon efforts to self-manage without regret.    

Psychological View

In the alternative view, ADHD responses have psychological meaning; the responses are not “defective"or “lacking in control.” The responses are ways to deal with discomfort, and they occur in particular situations. Yes, the responses can lead to many unwanted consequences, but they also yield advantages that are difficult to ignore. People with ADHD may have all kinds of disorders and problems, but ADHD behavior is not “disordered.”      

                The Benefit

There is a presumption of competence, and the anticipation that those diagnosed with ADHD can alter their ways of coping. Instead of mourning the presence of a disability, psychological sense is made of the socially unacceptable responses. Rather than infer incapacity, treatment changes responses to adversity. Increased familiarity with the situations that trigger the reactions and alternative ways to handle the problematic circumstances become the focus of therapy. The inadvertent reinforcement of the behavior comes to an end, and self-reliance and cooperation is fostered.  

Conclusion

People with ADHD learn that the behaviors are frequent due to reinforcement; the label does not imply defect, disruption, or delay.  There is great power in this understanding. When people recognize that they are doing ADHD, they can learn to do something else.       

ADHD responding is a way to cope with not having what you want and not liking what you have. Those diagnosed with ADHD can learn to handle these situations in a socially acceptable fashion through the introduction of new learning.