ADHD Summary And Analysis

I remember watching old home videos of me and my sister and observing the contrast of our personalities even though she’s older than me by just one year.I specifically remember in one of those old tapes, my sister being loud,talkative and outgoing rambling about a bumblebee and me sitting in a corner attempting to pull the phone cord out of the wall.It was evident that I was the more shy and quiet sister.Around age five is when my character started to bloom due to my exposer and love of dance.

Ban, Els Van Den, et al. “Association between ADHD drug use and injuries among children and

doctors prior to making the decision of whether or not to medicate their ADHD children. Capaccio, George. ADD and ADHD. Tarrytown,

Attention Deficit with hyper activity Disorder commonly known as ADHD is classified as a disruptive behavior disorder usually diagnosed in childhood. ADHD is the most commonly diagnosed behavior disorder of childhood. It appears to be more common in boys than it is girls. This Disorder is more common in boys than in girls and approximately five in one hundred children are affected (Busing). There are three subtypes: Predominantly hyperactive-impulsive, predominantly inattentive, combined hyperactive-impulsive and inattentive (most children have the combined type of ADHD)(nimh.nih.gov).The age of onset of ADHD is usually in preschool to early elementary school years.

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

S: parents stated that Oscar was very anxious showing constant fidgeting because of first day of therapy

I do agree with you. I feel as though the assessments you have chosen are appropriate for school counseling. The assessments you have chosen all focus on children and will determine whether or not they have a mental illness. As you mentioned some of the assessments you mentioned like the ADHD assessment may need more testing to come to diagnosis. I also mentioned the CDI in my form. The CDI can be used for children who maybe suffering from depression. This is a great tool for school counselors to use to get an idea on whether or not the student is suffering from depression. According to Hays (2013) he mentioned that the CDI reported mixed results. “The CDI can best be used adjunct to other diagnostic tools” (P.152). The findings of the CDI

ADHD is a developmental impairment of the brain. Our brain system is able to manage getting motivated, organized, and staying focused on what needs to be attended to; completing a tasks; able to process and outputting information efficiently; managing emotions; maintaing long and short term memory; and managing to control the excessive impulses. Children with ADHD have problems with these simple mind setting

The study titled “Illicit use of Prescription ADHD Medications on College campuses, by DeSantis, Webb, & Noar, (2008) from the Journal of American College Health,” is both quantitative and qualitative in design, because the authors used mass surveys to gather statistics and in-depth interviews to collect personal information.

Metamemory is said to be the knowledge and awareness of one’s memory. In the article, “Metamemory development in preschool children with ADHD”, the authors, Kevin Antshel and Robert Nastasi, conduct research to investigate metamemory in a longitudinal study on preschool children with attention-deficit/hyperactivity disorder (2008). Because the metamemory stage is said to begin at the preschool age, it is easier assessing. Also at preschool age, children begin to learn the process to memorize things, but cannot quite grasp that it takes an effort so successfully be able to recall things. As children age and develop, so does their memory and cognitive awareness.

ADHD was first mentioned in a 1902 speech by George Still of England. It was characterized as hyperactivity, behavioral problems with lack of concentration and learning difficulties. Some viewed it as “advanced lack of moral control”. George Still wrote “I would point out that a notable feature in many of these cases of moral defect without general impairment of intellect is a quite abnormal incapacity for sustained attention.” His conclusion was: “there is a defect of moral consciousness which cannot be accounted for by any fault of environment”

Selikowitz makes a sound statement on how a child’s brain with ADHD works, distraction and fidgeting are a rather large factor in accomplishing schoolwork or chores depending on the situation. In the home a child with ADHD might possibly argue with the parent(s) concerning chores, electronic privileges, or punishments. That parent of the child must be gentle but firm in how they respond to how the child acts during certain events or in certain surroundings. The same techniques apply to the child in social settings or in school settings. Rules and schedules must be in place before going into a store or a classroom. This structure helps the child learn what to do and what not to do in personal or public places. In relation to poor communication

The diagnostic manuals can also help clinicians with accuracy if the manuals include another criterion – delirium. Those with ADHD do not suffer from delirium, only if they are comorbid. Referring to Morton (1999) again, though he is referencing the DSM-IV, there is still much relevance, he describes delirium as a “potentially fatal syndrome marked by severe, fluctuating confusion and autonomic nervous system instability” as the result of “Changes in dopamine, norepinephrine, and serotonin levels” which can also “be accompanied by psychotic symptoms” (pg. 111). It was suggested that clinicians use “nonaddictive, psychopharmacologic treatments for comorbid and secondary psychiatric disorders” (pg. 112).

I. Students today with behavioral issues, like ADD and ADHD, are plagued with a wide variety of issues that disrupt their ability to concentrate in school and socialize well with other children and adults. A. ADD and ADHD are serious issues that many students face on a daily basis. 1. According to the research, students with such behavioral issues "may have difficulty concentrating on schoolwork, frequently interrupt conversations or activities, and have difficulty remaining seated when required to do so," (DuPaul & White 2004). 2. The symptoms vary from individual to individual, therefore making the condition often both hard to diagnose and treat appropriately with limited treatment strategies. B. The number and variety of behavioral issues are often quite different between one individual to another. 1. Individuals can have a variety of symptoms that stem from their conditions, including inattention, hyperactivity, excessive talking, interruptive behaviors, challenging behaviors, and more (U.S. Department of Public Health and Service 2012). 2. This makes a single approach or strategy to the treatment of the behavioral disorder often ineffective or unable to address all over the wide symptoms exhibited by the students in question. II. Often times, one strategy used alone, and not in conjunction with another strategy, does not address all of the problem behaviors exhibited by students with behavioral

This study examines five elementary general education teachers who were interviewed and observed during professional development meetings that focused on ADHD and followed up with six months after professional development ended. The study discusses the challenges teachers face when there are students in the class with ADHD. Students with ADHD are at risk for having difficulties in reading and writing. The basic characteristics of qualitative studies are mentioned. In the abstract, Murphy (2015) states, “This paper investigates the experiences of a group of teachers who participated in a collaborative learning community devoted to improving their literacy teaching for students with characteristics of ADHD. Five elementary general education classroom