ADHD In Children: A Case Study

The increase academic and social demands of formal schooling, as well as stricter standards for behavior control often illuminate the problems of the child with ADHD. Elementary school teachers typically report that this type of child has difficulty in working independently, completing seat work, and organizing work. Restlessness and distractibility are also very common. These problems are more likely to be observed in repetitive or taxing tasks, or tasks the child perceives to be boring, such as completing worksheets or doing homework.

Attention deficit hyperactivity disorder otherwise known as ADHD is a common condition that affects kids and can continue into adulthood. Some of the effects of attention deficit hyperactivity disorder are problems paying attention, unable to follow directions, and easily bored or frustrated with any tasks. These types of behaviors are generally common in children, but they occur more often than usual and are more severe in children with ADHD. The behaviors that are common with ADHD interfere with a child's ability to function at school and at home when they need to be paying attention. Adults with ADHD have a difficult time with organizational skills, goal setting, time management, and employment. They may also have problems with relationships, self-esteem, and addictions.

Alex is a 7-year old child with attention deficit hyperactive disorder (ADHD). The family environment is very dysfunctional. Alex’s parents have no rules or guidelines for him to follow. Alex and his two other siblings are allowed to do whatever they want. Alex’s parents both have full time jobs and it his hard for them to monitor their children. Alex’s three strengths are: enthusiastic social personality (output), leadership in sports (output) and quick thinking (processing). Alex is very social with his classmates and is a creative student. He has the ability to take in information quickly when interested in the topic. Some of Alex’s challenges are: difficulty getting organized and starting tasks (processing), completing work at school and home (output), and difficulty remaining in his seat (input).

Over the past couple of decades there has been a huge increase in the diagnosis and prescriptions given out for Attention Deficit Hyperactivity Disorder. According to a news report done by USA Today over the past five years use of ADHD medications have risen 40% totaling 39.5 million individual prescriptions ("New findings," 2009). When statistics like this are seen it is only normal for someone to ask questions. People are becoming curious about the legitimacy of the disorder, and whether or not the treatments being given to individuals are appropriate. The argument seems to be strong on both sides of the fence, but the extensive research done on ADHD leaves it hard for one to believe that it is a made up disorder.

Stimulants are the common type of medication perscribed as treatment. The stimulants include drugs such as Ritalin, Adderall, and Dexedrine. These medications have the most research to back up the fact that they are working as treatment. The stimulants are supposed to work by increasing levels of dopamine in the brain. (Robinson. L, Smith. M, Segal. J, 2016,) say "Dopamine is a neurotransmitter associated with motivation, pleasure, attention and movement." These stimulants boost concentration and focus, and reduce hyperactivity. There are short-acting and long-acting stimulants used as treatment. Short-acting are used for several hours and must be taken 2-3 times a day. Long-acting also called extended release last 8-12 hours, and are taken once a day. Stimulant medications have side effects of course. Next, the authors of this article take a look at the saftey concerns of taking stimulant medications Patients taking these medications may have personality changes, become less talkative, or may seem withdrawn. These stimulants raise blood pressure, and heart rate so, there are many dangers of taking these medications for long

Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it 's a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children with ADHD may develop emotional, social, developmental, academic, and family problems because of the frustrations and problems they are constantly experiencing. (Shea)

The DSM 5 criterion for ADHD is “ a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.” It was at first thought to be a type of mental retardation, until it became clear that those effected by symptoms where not stupid but in fact highly intelligent. However they stubbornly refused to conform to societal rules not due to lack of comprehension but due to what seemed to be a lack of self-control and general disregard for rules. George F. Still did a great amount of work in coming to understand the connection between these behaviors and neurological impulse in the early 19th century. Massive amounts of research was done in an effort for the medical community to explain the bizarre and socially inappropriate behaviors of different individuals.“ the history of compiling these symptoms into a formal diagnose represents an increasing drive to medicalize unconvential childhood behaviors” (Rafalovich) Understanding of ADHD has developed a great deal in the pass 100 years from being thought of as “imbecility”, to “minimal brain damage” to the present diagnosable psychological condition it is today. In fact it was not called Attention Deficit Hyperactive Disorder until 1980, in DSM-III (a diagnostic reference book for physicians). This is shocking considering the number of people that are diagnosed every year with a disorder that is

The prevalence of the use of pharmacological treatment in adolescents with ADHD has increased significantly throughout the past few years. Our clinical question was: “In children and adolescents diagnosed with ADHD, how do pharmacological versus non-pharmacological interventions affect classroom behavior and academic performance?” Being familiar with the different treatments and their effects on patients is important for nurses. Knowing the different benefits and effects of treatment in ADHD will allow nurses to individualize interventions and provide adequate patient-centered care.

Some students have major difficulties in life when faced with Attention deficit hyperactivity disorder, or more commonly referred to as “ADHD” , although if recognized early by noticing symptoms this disorder can be properly treated and contained causing minimal troubles for the victim. ADHD will distinguish itself commonly at an early age. There are exceptions to this with ADHD in adults. Some people can go years without noticing their disorder. These people in particular fall to the devastating effects of this disorder. They do have the power in their

Alex is a good case study of a child with issues that may have been under diagnosed for an extended time. There are issues addressed in the video that are compelling, and there are also issues that appear to be unaddressed. There are questions to be asked to the parties involved, and about the procedures taken in his treatment.

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who

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

Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors interfere with school and home life.

The CDC conducted reviews on to enhance new recommend flow charts, assessment tools and diagnostic guidelines to determine the necessary medical treatment for children, with ADHDD. The CDC program purpose is to access the child levels of behaviors related to ADHD in a therapeutic setting. The CDC treatment landscape is to improve home and school setting, by treating ADHD with new clinical guidelines. The guidelines were updated for accurate testing and diagnostic treatment of ADHD so that clinicians medicated or provided therapeutic treatment, for children accordingly. The CDC updated information from 2010 and 2011 of scholar-reviewed journals, from current medical research of CDC Pediatric’s.

As in any situation with any student that is special or gifted or that IDEA, IEP, and 504 Plans, have to be the first and foremost concern for all parties involved. “Education For All Handicapped Children Act Passed in 1975 Guaranteed and enforced the right of all children with disabilities to receive free and appropriate education Considered the foundation of special education in the United States; 1990- Law renamed to IDEA. What is an IEP? Individualized Education Plan Written plan that describes the program and special services a student requires to be successful Developed by parents and educators Individualized- plan specifically developed for a child’s special needs