ADHD In The Classroom Case Study

A good teacher knows the subject. A great teacher knows the students. A challenge for teachers is learning to successfully teach every student. A student who finds it difficult to focus will need extra help from the instructor. One issue educators face in the modern world is Attention Deficit Hyperactivity Disorder (ADHD). According to Geraldina Gaastra, a writer for Plos ONE, the average classroom will accommodate at least one student with ADHD (2). Therefore, a teacher must know and understand the disorder, and find ways to cooperate with student with ADHD.

Attention deficit hyperactivity disorder (ADHD) is one of the most common and most distressing disorders amongst school-age children, yet it is probably one of the least well understood. It has received a lot of awareness mainly because of the large numbers of children receiving drug treatment for the disorder. Where children have behavioural problems and parents are finding it hard to manage, it is expected that they will turn to teachers for guidance and help. ADHD can drastically affect children's development at school, not only their work but also their social progress and the relationships that they have with teachers and their peers. If not identified early, long-term

According to the Mayo Clinic, Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity, and impulsive behavior. This paper will seek to define and dissect ADHD from a clinical standpoint in such a way as to maintain a clear understanding for the layman to grasp its complexities and challenges. There are a number of sub-types of ADHD to date today affecting boys, girls, men and women of all ages, ethnicities and social groups with well over 6 million children throughout the United States alone having been diagnosed with the condition. This disorder has been well documented since the late 1700s and has, since then, left those in the field of psychology continuing to learn about the disorder. While ADHD is a relatively well known disorder, there exists a rampant misunderstanding of the condition mainly concerning diagnosis, prevalence, causes, symptoms, challenges, and treatment possibilities which urges the critical need for the public to be educated properly about exactly what this disorder is all about as well as the variety of options available for families, teachers, therapists and individuals struggling with ADHD.

Amidst the tremendously rising number of Attention-Deficit/Hyperactivity-Disorder (ADHD) cases presently existing among school age children, the implementation of novel and contemporary classroom techniques has generated academic success with those affected by the disorder. Such scholastic victory in the education of children results in positive behavior as well as an increase in productivity within classroom environments as a whole. Although a few voices question the alternative approaches in accommodating ADHD affected students, the strategies applied have demonstrated academic success (Bussing et al., 2012). ADHD classroom intervention developments establish positive results from the methods and causes, and minimize opposition regarding the innovating trends used.

While working in a school setting, one may encounter different types of students. Many are diagnosed with psychological, physical, and social disorders based upon psychological tests. Students receive Individualized Education Programs (IEP), which are plans put in place to assist students within the classrooms. Depending upon the progress within the modifications made, many students receive more assistance through positive behavior support plans. The students with IEP plans or behavioral issues are easily diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Due to cultural, lifestyle, and value differences many students with behavioral problems have been deemed as students with ADHD. Oftentimes, very few interventions are in place

It is widely recognized that ADHD is over-diagnosed in communities. Attention Deficit Hyperactivity Disorder (ADHD) been both the most extensively studied mental disorder and the most controversial. There are no measures to diagnose children with ADHD so that the diagnosis remains dependent on the observations of those adults most familiar with the children. In addition, characteristic of all the interventions for children with ADHD, including both stimulant medication and psychosocial interventions, is that they are non-specific. Their effects are similar regardless of a child's diagnosis or lack of diagnosis. These limitations in our current knowledge of the disorder emphasize the importance of researching the services aspect of the

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common obstacles that some students face in the process of learning. ADHD is often confused with Attention Deficit Disorder (ADD). It is very important to understand the difference between ADHD and ADD. It is also very important to understand the symptoms and behaviors associated with ADHD, as well as the causes and treatments available. After a complete understanding of the basics of ADHD, a closer look at the education system is essential. The education of children relies on the teacher’s knowledge of ADHD, as well as parent student teacher relationships. There are also some important teaching tips that

I think that Attention Deficit Hyperactivity Disorder (AD/HD) has an overall impact on life because it comes naturally in some cases and it is a medical disorder, it can be caused by a number of factors that affect how the brain develops and functions. AD/HD has an impact on multiple things including your home life, school, work, and sometimes even your relationships. It is common in children, adolescents, and adults. Some other impact on people with AD/HD would be inattention, hyperactivity, and impulsivity. In each stage of life varying aspects of the disorder being more prominent at different stages. ADHD could persist into adulthood and causing disruptions in everyday life. It has been associated with increased healthcare costs for patients

They can easily recognize that a student is inattentive and/or hyperactive, but teachers struggle with understanding the full spectrum of ADHD and its treatment options (Akram 2009). A lack of understanding between the teacher and the child suffering from ADHD may create tension and resentment in the classroom, which is counterproductive for both parties. Educators have a very difficult time teaching children with ADHD because these students require special attention, whether it be positive or negative, that the teacher may not be able to provide due to class size (Nilholm 2014). Since ADHD typically presents itself in an outward manner, school professionals sometimes view ADHD as a result of social or behavioral factors despite evidence that it is a neuro-biological disorder (Forness 2000). To help teachers understand ADHD better, school districts could provide in-service training on the intricacies of ADHD, and its treatment options (Bussing 2002). These classes would aid teachers in feeling more comfortable about effectively managing more inclusive

Attention deficit hyperactivity disorder, ADHD, is a behavior disability that affects children from 6-12 years of age and continues to show symptoms later in their adult life. Even though large amounts of the population are affected by ADHD, it is still unknown as to what the exact cause of ADHD. Depending on what type of diagnostic is used, there are anywhere from 1-2% to 6-7% of children around the world that have ADHD. Even though the exact cause of ADHD is not known, there are many people that believe that it is a combination of genetics and environment. ADHD is currently unable to be cured, but there are several treatment plans that work to combat the symptoms and help children maintain focus in a classroom. Many of these

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent disorders among school aged children. ADHD affects the child’s ability function in everyday situations which can lead to difficulties in the school setting. By knowing the characteristics of ADHD, one can assist the child in learning the appropriate coping skills to be a successful learner. One must consider the educational implication of ADHD on school aged children, and what supports are necessary for educational success. Taking the educational implications and needed supports into consideration, one can equip children with ADHD with the appropriate coping skills needs across all setting not only as a child, but also as an adult.

Attention Deficit Hyperactivity Disorder, otherwise known as ADHD, is a neurological and behavioural disorder that can affect children, adolescents and can continue during adulthood. Within the UK, studies conducted of children ages 5 – 15 showed that 3.6% of boys and 0.0% of girls had ADHD (Holden et al). They are also often referred to as SEN (Special Educational Needs) students. The SEN Code of Practice 2014 states that all children with an identified SEN will have their needs met through mainstream schooling, and this includes many students with ADHD. This essay will set out to discuss key challenges students face in social and academic terms, and the challenges practitioners face with behavioural management and inclusion. It will also

The patient has been sick for the last weeks. She continues having difficulties doing follow through to the important things as family, job etcetera. She finished her medicines and she explained that is not working on her Effexor 150mg and Alprazolam. 5mg. The patient presents more than 5 symptoms of ADHD:

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