ADHD Motivation

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) 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

ADHD is a very different beast, to be perfectly frank. You may have heard whispers and statements on how it leads to ‘hyperactivity’ and ‘impulsiveness,’ but it goes a little bit beyond an overzealous person. Sometimes, you say words you don’t exactly mean, words that come out of your mouth that you instantly wish to take back and erase. This innate fear is justified, as I have come to fear incarceration for saying the wrong thing. Now you may be well aware of the dos and don’ts of a human’s sentence memory, but for kids with Attention Deficit/Hyperactivity Disorder, the lines can be a bit more blurred. In fact, you could be arrested for “hate speech,” intentional or not; according to Doctor Barbara and Fletcher, it’s a good 22.5% chance that you could be arrested if you have ADHD. That scary… but even then, there’s a chance. There’s a chance that you don’t even have to worry about it, provided you know what to say. There is a chance, and there always will, that you could rise above your disabilities and become something greater; something I strive to do, now that I saw the gravity of my decisions. And before I go onto this long discussion about ADHD, it’s tears, it’s troubles, and it’s triumphs, I’d like to state something. If your name is Mary Scimone, Tony Scimone or Megan Crowley, if you are a

When most people sit down in class they seldom think about the amount of effort that is subconsciously exerted just to focus on what is being said. Those who suffer from Attention Deficit Hyperactivity Disorder, better known as ADHD, are constantly reminded of the daunting task that is focusing. Living with ADHD is a fatiguing task, that has adverse psychological effects on those who suffer from the disorder. The inability to focus accompanies ADHD, which opens the pathway for other complications that carry a heavy burden. These complications lower self-esteem and can generate complications amongst friends and family.

“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).

shown to influence a teacher’s perception of whether or not they have ADHD. Children who are

In providing services to the youth and the school, the issues and concerns are numerous, but, not limited to bullying, racism, learning disabilities, emotional disturbances and Attention Deficit Hyperactivity Disorder (ADHD). To combat these issues and concerns, I suggest holding an open forum to educate and teach teachers, parents, students and the communities on how to cope and deal with these issues. Furthermore, engaging students with learning disabilities and ADHD in after school learning activities and rallying against the negative impact of bullying and racism can also be

Motivation is the key to accomplishing any task. I plan to use both intrinsic and extrinsic motivation. The grade level of the class will determine what kinds of motivation strategies I will use. I do not believe in written work outside of class in my physical education class. Students are always bombarded with papers, problems, and reading. The occasional exit slip or written exam will be incorporated within my class, though. I want students to gain knowledge of sports, fitness, and their body. I believe that I am one of the few chances a student has to become interested in life-long activities. I want students to want to be physically active. I will show them the benefits of living an active lifestyle and try to incorporate ways that will always keep them interested in physical fitness.

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

ADHD is a short abbreviation for the term, Attention Deficit Hyper Disorder, which is a neurological disorder within the brain. It causes a person to lose their ability to focus, gain hyperactivity, and/or have behavioral problems. There are many reasons to talk about ADHD, but I will focus more so on children being mistakenly diagnosed, which leads to them being overly medicated. I personally have this disorder, and I absolutely hate taking the medication that come along with it every day.

The “better safe than sorry” mentality leads to over diagnosis in adolescent ADHD furthermore causing the concern of overprescribing of medication as treatment and “overly managing” the disorder. Approximately 4.6 million children between age 6 and 17 received a diagnosis of ADHD, and over half of them (59%) were given medication (Parens and Johnston, 2009). Some of the usual prescribed medicines to those with ADHD is that of Ritalin and Adderall – drugs that are classified in the same category as cocaine, opium, and amphetamines, all which are a schedule II controlled substance in the Drug Enforcement Agency (Pomeroy, 2013). Proponents of medication of children broadcast the evidence of effectiveness of the medication with reducing the primary symptoms of ADHD. Although these stimulants have the same reinforcing effect as cocaine, many swear by the difference instantly made by medication, hence why doctors administer the drugs after diagnosis. Others also believe that medication distribution is more economically efficient as well as time efficient because of its quick acting effects. Because doctors are faced with severe payer and clinical time constraints, many physicians diagnose ADHD following it by fast-acting medication (Connor, 2011). Therefore, as over diagnosis of ADHD increased, so has the amount of prescription to children. However, “although theories regarding the cause of these increases abound, what has not surfaced is a clear consensus on whether increases in

For Psychology of Exceptional Learners, I was given the opportunity to observe in Bishop Dunn Memorial School. This parochial school conveniently located on MSMC’s campus was a huge learning experience for me. I was able to sit in on a first grade general education class. It was a pleasure to get to watch co-teaching in action! The first day posed to be a little difficult because of not knowing which student had a disability so, I was unsure where to focus my attention. Due to FERPA, the Family Educational Rights and Privacy Act, the teacher was unable to disclose any information of which student has a disability or what disability that student faces. I was unable to see any work produce by the student, also. I was left to solely depend on my observations.

Grenwald-Mayes (2002) find that ADHD college students have lower life qualities compared with their non-ADHD peers. For instance, Grenwald-Mayes explicits that the family relationship and life qualities are well connected and maintained for those non-ADHD students. Furthermore, the relationships between opposite sex may show that male ADHD students with inattention might experience uncomfortable relationship with female students, as Canu and Carlson (2003) find. Perhaps low self-esteem may also be the part of social impairment for ADHD students. Since Shaw-Zirt et, al (2005) discover that ADHD college students exhibit lower self-esteem may experience unstable social relationship. Due to low self-esteem and inattention problems, ADHD colleges students may face more negative evaluations from their opposite sex, and have difficulties to comfortably maintain long lasting relationships with other companies. In general, students with ADHD showing inattention and self-esteem may not experience comfortable relationships in their college

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that diminishes an individual’s ability to control impulsive and hyperactive behavior. ADHD is prevalent in school age children who ranges between four and seventeen years of age. Its symptoms range from fidgeting, short attention span, boredom, mood swings and hyperactivity. The study examines the relevance of the topic in educational studies as well as best pedagogical practices that should be adopted by educators to ensure that the needs of all students with ADHD are met. Also known as a highly controversial disorder because of how it should be categorized and treated. It still continues to have an enormous impact on the academic and social success of children within schools.

It has been pointed out that students who are bored by school and "unmotivated" in the eyes of the teacher nevertheless find plenty of motivation for playing a sport. The obvious question, then, is what is motivating about a sport? Think about a group of young people in a baseball game. The very things that motivate them to work hard and do well playing baseball can be adapted to the classroom. Let's look at them: