ADHD Motivation

The key to advancing the learning of individuals, small groups and whole classes is motivation. Our

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

3. to determine the degree of consistency between the sources and across situations with respect to reports of behaviours associated with ADHD.

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

Before learning about ADHD, I would have said ADHD was not a real disability. Even though I knew better, I compared it to other disabilities, which did not make it seem like a big deal. After learning about ADHD and talking to my friends who have it, I now truly believe it is a real disorder. ADHD is not something people make up for attention, it is not from poor parenting, and video games do not influence it.

Children with the inattentive type of ADHD can sit in silence and do not display overt signs of mental hyperactivity, causing parents or teachers to forget the chance of ADHD that can cause poor academic activity and the lack of ability to follow instructions. These children are easily unfocused, having poor organization skills, and avoid taking part in activities that require extended mental meeting. They may daydream, seem emotionally out, and often making careless mistakes when in an activity or effort into schoolwork. Characterized by consistent hyperactivity and impulsive behavior, this form of ADHD is more readily certain of those who relate to the child outside of a health care background, such as parents and teachers. These children disturb the classroom with continuous

A theory that supports motivation is the self determination theory. In the self determination theory people need to grow and gain fulfillment by a drive in them. Self Determination is the process of deciding how to act on ones environment. When one is trying to overcome a challenge or encountering a new experience a person wants to gain the knowledge to succeed over the new challenge. When self determination theory is in focus internal factors are at play; a person is primarily focused on the need to gain knowledge or independence. There are three factors that contribute to a student’s self determination and the needs are linked to the student’s

Attention deficit hyperactivity disorder (ADHD) is a disorder that causes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. ADHD has three main subtypes. The first subtype is predominantly hyperactive-impulsive which means the child must fidget or squirm have trouble being quite, always moving and cannot sit still. The second subtype is predominantly inattentive, children who have this subtype have a small probability of acting out. They may sit quietly but are not paying attention. The last subtype is combined hyperactive-impulsive and inattentive. Attention deficit hyperactivity is one of the most common childhood disorders that can continue into adulthood. Each subtype has 9 symptoms

Attention Deficit Hyperactivity Disorder (ADHD) seems to be the affliction of this generation of children. It seems more prevalent every year. However, diagnosis criteria for ADHD is so subjective, what qualifies, who qualifies? There is no specific clinical cause for ADHD but it obviously exists. So many questions remain to be answered about ADHD. Are more children really being diagnosed with ADHD annually and is it really on the rise as it appears? Are too many children being wrongly diagnosed with ADHD as an easy way out because of other behavioral problems? And when ADHD is properly diagnosed are we overmedicating our children to make it easier for parents and teachers to cope? How often are other afflictions

The Center for Disease Control and Prevention (CDC) has information and facts about Attention Deficit Hyperactivity Disorder (ADHD) that is located at http://www.cdc.gov/n cbdd/adhd/facts.html. The purpose of this webpage is to educate and teach people the concept of ADHD. The information found on CDC’s webpage are signs, symptoms, causes, diagnosis, treatments, and the different types of ADHD. I feel that the pathos, ethos, and logos rhetorical are used to help gather information about ADHD to formulate a better understanding.

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.

First of all, students do not have much knowledge about the different fitness components; they do not understand the relation between the fitness components and health. If students acquire the background knowledge about fitness, it could improve the class engagement and motivation, and increase the independent drive to exercise. Second barrier to students’ achievement is the lack of motivation to be active, and even more difficult, to specific fitness activities, such as sit-ups and push-ups. In today’s society, students spend more time sitting in front a screen and less time moving. Parent and school today have more responsibility making sure the children get enough physical activity. According to the New York Times (2016), “early school physical education (PE) programs can make a significant difference, and the earlier these routines are learned the more likely they will be carried forth into a healthy adulthood”. Another barrier that prevents students’ success is the loss of instructional time due to discipline problems. The classes are too big, with many diverse students with individual problems, which are difficult to address when these issues are from very different backgrounds. Finally, there is not enough support from home affecting not only physical education, but

“Every child’s needs are specific, and even if they share the same diagnosis as another student, that’s surely no guarantee that they will learn or relate in the same way.” (5, para. 21) In order for ADHD treatment to be effective, it must include a combination of counseling – individual or family- education, and behavioral therapy (2). A treatment plan that combines behavior management exercises and medications are the most effective interventions for ADHD children, adolescence, and teenagers, but they should always begin the treatment with behavior interventions – not medication (2;4).

As teachers, we often struggle to monitor students who are hyperactive. It is especially important that we take time to work with students who are diagnosed with, or show signs of, Attention Deficit Hyperactivity Disorder (ADHD). ADHD is characterized by persistent hyperactivity and restlessness. (Schweitzer, 2010)

Attention Deficit Hyperactivity Disorder is a disorder found in children. According to the “Diagnostic and Statistical Manual of Mental Disorders” 5th ed.; DSM-5; American Psychiatric Association, (2013), ADHD can lessen a student’s ability to say focus when completing assigned tasks. Its symptoms range from fidgeting, short attention span, boredom, mood swings and hyperactivity. This study examines changes in classroom practices that will support the needs of ADHD students while helping them to reach their full potential.