ADHD In Childhood

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

There was a study conducted in which children were given a computer test to determine which one of them was able to answer the questions quicker: the ones who were medicated or the ones who were not. The results indicate that medication improves the ability of ADHD kids to respond faster than those of the children who were not medicated. This text is useful when considering the impact of ADHD on social, behavioral, and academic factors inherent to individuals diagnosed with this disorder.

Attention Deficit Hyperactivity Disorder, also known as ADHD, has become a well-known disorder that our ears hear lightly and many don’t think twice about. Although, ADHD is presented in over 11,000,000 people that are living in the United States (Frank, 2017). ADHD is prevalent in both women and men of all various ages. Once one has this disorder, it stays with them forever. However, many therapists as well as psychologist believe that this disorder is over diagnosed and leads into false and inaccurate prescriptions. Due to ADHD being primarily diagnosed at the age of 7 (Holland, 2014), the main symptoms leading into the identity of ADHD are hyper activity, being easily distracted, acting out, daydreaming, physical aggression, and a lack

Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the

Since its discovery in the 1950’s, ADHD has drastically affected the growth of psychology. The mystery surrounding ADHD, its symptoms, causes and its treatments, has sparked countless research studies and trials; psychologists and psychiatrists are intrigued to know more about the disorder. Research in ADHD has shown a remarkable amount of overlap between ADHD symptoms and those of co-morbid learning disorders and health conditions (Lange, Reichl, Lange, Tucha, & Tucha, 2010). A few examples of these comorbid conditions would be depression, anxiety, bipolar disorder, dyslexia, and many others. The study of ADHD will continue to be an important aspect of psychology due to the ongoing advances in diagnoses

Attention Deficit Hyperactivity Disorder, also known as ADHD, has become a well-known disorder that our ears hear lightly and many don’t think twice about. Although, ADHD is presented in over 11,000,000 people that are living in the United States (Frank, 2017). ADHD is prevalent in both women and men of all various ages. Once one has this disorder, it stays with them forever. However, many therapists as well as psychologist believe that this disorder is over diagnosed and leads into false and inaccurate prescriptions. Due to ADHD being primarily diagnosed at the age of 7 (Holland, 2014), the main symptoms leading into the identity of ADHD are hyper activity, being easily distracted, acting out, daydreaming, physical

Attention Deficit Disorder, ADD, and it’s counterpart Attention Deficit-hyperactivity Disorder, ADHD, are some of the most commonly diagnosed disorders in children and adolescents. For the purposes of this paper ADD and ADHD will be used interchangeably. The disorder affects an estimated 3-5% of school age children,[1] though some estimates put the percentage closer to eight percent. The characteristics of this disorder are generally hyperactivity, inattentiveness, and impulsivity which can cause a variety of impairments in social, academic,

Attention Deficit Hyperactivity Disorder (ADHD) is a condition for the brain noticeable through a continuous pattern of not being attentive, hyperactivity and impulsivity which inhibits functioning or development. Individuals with the disease find it difficult to concentrate and control their impulsive behaviors. They may appear to be agitated and are always energetic. The disorder is not only limited to children but can affect even grown-ups. Periods of hyperactivity however tends to get better as kids become older whereas inattention and impulsivity normally persists to adulthood (NIH, 2016). There is no cure known for ADHD but it can however be managed through a number of options that are available. The treatment alternatives present may

The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to

Attention Deficit/ Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders children face. It is typically diagnosed in childhood and often lasts into adulthood. “Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active” (CDC 2013). While there is no known direct cause of ADHD, many factors including genetics, environment, social class, and diet are possible links to the disorder. “There are three forms of ADHD; Predominately inattentive presentation, Predominately hyperactive-impulsive presentation and Combined presentation. Forms of ADHD are diagnosed based upon the extremity of displayed symptoms”( CDC 2015).

ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a

Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and

They are used to organize different tasks and analyze the main idea when facing lots of information. Also, they have the ability to account for the short and long term effect o their actions so as to plan the priority list inside their mind but ADHD children cannot. Jeffery always faces problem on his study and claim that he doesn’t understand the connection of the context. His teacher also stated that Jeffery was weak in logical and critical thinking. As the frontal lobe of the ADHD, which is responded to regulate the executive function, is less active than normal people, their cognitive flexibility and higher order executive functioning are generally weaker. They cannot manage in oraganising, reasoning and solving problems.

Attention Deficit/Hyperactivity Disorder (ADHD) is commonly diagnosed in childhood and affects approximately 5% of children worldwide (5th ed.; DSM-5; American Psychiatric Association [APA], 2013). Once thought to be a disruptive behavior problem, it is now believed to be a neuropsychological disorder that results from abnormalities within the brain and manifests as functional deficits (Barkley, 1997). These deficits result in symptoms of inattention, hyperactivity, and/or impulsivity. Current diagnostic criteria for ADHD include 18 symptoms that are defined by these three core clusters (APA, 2013). ADHD usually manifests during childhood, however it persists into adolescence and adulthood in an estimated 35%-70% of cases (Adler & Cohen, 2004; Barkley, Fischer, Smallish, & Fletcher, 2002; Kessler et al., 2005) and affects approximately 2.5% of adults worldwide (APA, 2013). The prevalence of adult ADHD is estimated to be between 4% and 5% in the United States, amounting to approximately 9.4 million adults (Faraone, Spencer, Montano, & Biederman, 2004).

This article was about a study with children that have ADHD and the effects of rewards and their conduct and attention to task. Visual-spatial Working Memory (WM) Is the most impaired executive functions in children with Attention- Deficit/Hyperactivity Disorder (ADHD). The study open my eyes to the whole theory behind children with ADHD and motivation. These kids typically are less motivated because of a motivational deficiency. To overcome this deficiency the test was administered to increase motivation for the child with ADHD to complete a special task. The child's motivation only increased when an a large amount of the reward was given to the youngster with ADHD. They were able to manage the task and maintain the same level of competency as the children who did not have ADHD . The findings of this study, although not conclusive did in fact prove that children with ADHD given a proper motivation had the ability to do the same work as a child who does not have ADHD and can maintain their focus for the same amount of