ADHD Interventions

The goal of this paper is to give an insight to the available treatments for people with ADHD by using two types of treatments, drug therapy and Behavioral therapy. The conclusion found is that drug therapy is more effective at reducing the initial symptoms of ADHD, while behavior therapy is more effective at improving the development of social functioning, however a combination of the two is the ultimate choice.

Upon choosing this topic for research, I thought about the experience that I have in this department. I have none. I do not possess a single shred of experience with ADHD, but I have had the privilege of knowing a few people with this attention disorder. The thought that came to mind when I heard this acronym for the first time was, “What in the world does this mean?” Therefore, this is where I started my research.

My final thoughts about medication treatment for teens that have ADHD, I believe you have to look at two points of view. One as a parent having the best solutions for your child, and two on what your child thinks about any treatment before going any further. A child feels when they are different or special of rejection from their classmates, because of their responses or actions on what they say or do, are completely different than others. Not everyone understands ADHD, and sometimes they fear of one’s action because they don't know how to accept it. It is not a perfect world out there, and sometimes a child does or will experience criticism as they go through elementary and middle school. A child grows, socialize, play, and learn they mature

The client met with his counselor for his one on one session discuss his progress in the program and to do a follow-up of on his treatment plan goals. the client at this time is doing well in the program he has made some improvement and is learning to apply the coping skills he has learned here in the program. Client at times would ask for help from his counselor to deal with negative emotions , and he and counselor would sit down down process what he was thinking and why. In addition he had told his counselor, that he was diagnosis with ADHD years ago but stop taking the medications about 2 years ago. Counselor asked client did he feel like he needed to see a therapy for this issues , client stated no.Client was asked to find ways of dealing

The authors first examine these interventions and then discuss techniques for older students. When summarizing the literature on cognitive and behavioral interventions for ADHD, the author is able to contrast the deficits that appear to underlie the disorder, such as deficits in executive functioning and poor short-term memory, against the demands created by the proposed interventions.

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

A Study was conducted to examine the effectiveness of a parent-delivered intervention for improving the social play skills of children with ADHD and their typically developing playmates and empathy of children with ADHD. Interventions included parent-training, weekly home-modules, three clinic play-sessions, therapist- parent phone consultation and a one -month follow up. Results revealed that social play outcomes of children with attention deficit hyperactivity improved significantly from pre-test and post test follow-up intervention. The intervention successfully improved the social play skills of children with ADHD and their playmates (Wilkes-Gillan S. 2016).

What is the reason behind treatments of ADHD? Any patient who is affected by ADHD relies on some controversial treatments. Multiple effects of the disorder are surrounding. Stimulants are one of the widely known medications. Many factors play into the administering controversial treatments.

Another developing concern in regard to the prevalence of ADHD is that there is a growing shifts in the onset span and in the population currently diagnosed with ADHD. A clinical practice guideline published by the American Academy of Pediatrics (2011) reported the expansion of the age range in regard to diagnosis and treatment of ADHD from 6 through 12 years of age to 4 through 18 years of age. More recent studies substantiated that a majority of ADHD cases persists well into adulthood in spite of the widespread recognition of this neurodevelopmental disorder’s onset for which it only occurs in childhood and adolescent years (Simon, Czobor, Balint, Meszaros, & Bitter, 2009). Furthermore, some adults are diagnosed with ADHD without having been diagnosed previously (National Resource Center on ADHD, 2013). Moreover, Asherson et al. (2012) raised a crucial argument in their research that adults with ADHD likely underestimate or ignore the influence brought by the disorder and attempt to compensate for or rationalize the deficiencies by adapting lifestyle that works for them. Thus, it is likely that the current prevalence of ADHD in adults is underreported. Essentially, it indicates that ADHD is a life-long neurodevelopmental psychiatric disorder attributed to a sophisticated combination of genetic and environment components.

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

Every day I walk into a room full of young students eager to learn and explore the world around them, and yet I know for some of them their ability to focus in a large classroom setting prevents them from succeeding. I watch them struggle to maintain focus while listening to instruction, and I see their overactive minds tap-tap-tapping away in their own world during independent work time. These students suffer from Attention Deficit Hyperactivity Disorder, also known as ADHD. In attempts to better understand and serve the students I work with my research and subsequent paper will focus around the symptoms of Attention Deficit Hyperactivity Disorder, specifically as they occur within children 5-14 years old, as well as an examination on the variety of treatments for Attention Deficit Hyperactivity Disorder symptoms. Ultimately, concluding that children in school should be required to pursue some form of treatment for their Attention Deficit Hyperactivity Disorder symptoms in order to improve their learning in the classroom. Of the 86 students that I service, I have nine students who have been diagnosed with Attention Deficit Hyperactivity Disorder, and only six of those students are receiving medication. The statistics of my classroom closely reflect the national averages for Attention Deficit Hyperactivity Disorder diagnosis and treatment. The National Survey of

Unfortunately, this is not the case for nearly one-third of all students, that have been diagnosed with Attention Deficit Hyper Activity(ADHD). Children with this common medical diagnosis struggle not only in the school system but in almost every walk of life. Individuals that have ADHD have a difficult time with being attentive, are hyperactive and struggle with impulsivity. Far too often these children are mistaken for misbehaved or troubled kids, not only by people in their community, but by their peers, and family members as well. It has been scientifically proven that ADHD children have a different brain structure than children without the disorder, and do not have full control over the misbehavior’s that they exhibit. The disorder not only affects the individual, it also has an impact on their entire family, the educational system, and society in

     Most people have heard of the term Attention Deficit Hyperactive (ADHD) disorder. “Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that interferes with an individual’s ability to attend to tasks (inattention), inhibits one’s behavior (impulsivity), and may interfere with a person’s ability to regulate one’s activity level (hyper-activity) in developmentally appropriate ways (Barkley 19)”. The most important job for teachers and parents is to separate fact from fiction, to clarify what we know and don’t know.

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.

accommodations in academic areas. However, behavioral accommodations were understood and implemented. Surprisingly, elementary and intermediate teachers didn’t apply individual adjustments to students with ADHD (Nowacek & Mamlin, 2007). It becomes important to stress that educators need strategies that are quick and accessible to implement within daily busy schedules. Developing time sensitive strategies that can be managed in a reasonable amount of time will ensure that teachers will address ways to give students an opportunity to gain success with not only behavior, but academics as well. After all, children are the future of our society.