Adhd in the Classroom

ADHD is a very common neurodevelopment disorder of childhood. It is usually diagnosed in late childhood, around the age of seven by the teachers. The symptoms are typical during ages 3-6 and if not treated properly becomes chronic and persists even after entering adulthood. Children with ADHD may have trouble paying attention, staying organized and controlling impulsive behaviors. It is very difficult to diagnose and when undiagnosed the children can grow to be mislabeled as trouble makers in their adulthood.

First step to understanding this disorder is to understand how it is diagnosed and what criteria is required. There are 18 possible symptoms for ADHD that are divided into two categories, inattentive and hyperactivity/impulsive (Barkley 1997). In order to be diagnosed with ADHD an individual must show at least 6 symptoms in one category for 6 months (Barkley 1997). Depending on what category the symptoms were in the child would also be assigned to a subtype, either: predominantly inattentive or predominantly hyperactive/impulsive; but if the individual met criteria for both inattentive and hyperactive/impulsive then the child would be diagnoses with ADHD combined (Diagnostic and Statistical Manual 2013). Some of the symptoms that fall under the inattentive subtype are inability to stay focused on tasks (i.e. during lectures, conversations,

The increase academic and social demands of formal schooling, as well as stricter standards for behavior control often illuminate the problems of the child with ADHD. Elementary school teachers typically report that this type of child has difficulty in working independently, completing seat work, and organizing work. Restlessness and distractibility are also very common. These problems are more likely to be observed in repetitive or taxing tasks, or tasks the child perceives to be boring, such as completing worksheets or doing homework.

From the research, children with ADD/ADHD seem difficult to control and teach. It has been discovered that these children act different in home and school. At school, they have difficulties sitting still for a long time, blurting out, distracting others, and completing assignments in a timely manner. Joined with other children in the class, the teacher is unable to give them the one-on-one time that is needed to make sure everyone succeeds, academically. Most of the time, preschools children with ADD/ADHD fail their grade and do not learn the required information in education because of the common disorder that takes over their body and mind.

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Those suffering from ADHD exhibited over a period of six months, six of nine behavior patterns indicative of problems sustaining attention, organizing around tasks, remembering and completing assignments or six of nine behaviors indicative of difficulties sitting still, being quiet and waiting patiently before responding. [Divoky, Schrag. 1975]. These behaviors appear in at least two different settings (such as at home, in school, in peer group activity), and are usually present in children before the age of 7, and is considered disruptive to normal function.

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

Sam is a nine-year old male in the fourth grade who has been referred for brief counseling. Both Sam’s teacher and mother have reported concerns that appear to be slightly outside normalcy. Based on the report from the mother and the teacher, I would diagnose Sam with 314.00 Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Presentation, Mild. To be diagnosed with ADHD, there has to be several inattentive or hyperactive symptoms present prior to the age of 12, according to criterion B. Sam’s mother disclosed that the behaviors have been present for at least two years at home and Sam’s third grade teacher reported similar behavior. In order to be diagnosed with ADHD, an individual must have six or more inattentive or hyperactive symptoms which are listed in criterion A, characterized by (1) and or (2), that have been persistent for at least 12 months.

Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who

The National Institute of Mental Health (2016) describes Attention-Deficit Hyperactivity Disorder (ADHD) as a neurodevelopment disorder that has an effect on someone 's functioning or development. ADHD affects the way someone functions because of the chronic conditions of inattention and hyperactivity-impulsivity. However, it is possible that while some people with this neurodevelopment disorder experience both hyperactivity and inattention, that others may only experience one of the behaviors. Although Attention-Deficit Disorder (ADD) is not a term used in the medical field anymore, I will still explain the difference. ADD is a type of ADHD that is also a brain disorder that has an effect on someone 's functioning, but without the hyperactivity or impulsivity behaviors (Kinman, 2015). When a student has the symptoms of inattention and hyperactivity associated with ADHD and ADD, then it may cause learning challenges in the classroom that will impact their academic success. Therefore, it is crucial for teachers to know and understand how to identify ADHD in their students, what to do when they suspect that one of their students may have ADHD, and what teaching strategies will be beneficial to that student.

Psychologists and Psychiatrists have recognized several different types of ADHD. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), a tool commonly used by professionals to diagnose mental disorders, illustrates three patterns of behavior to note when

ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a

“Attention-deficit/hyperactivity disorder (ADHD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity” (CHADD). “It is a neurobiological disorder that affect 3-7 percent of school age children and may be seen as before the age of 7. The current diagnostic label is attention-deficit/hyperactivity disorder, however, in the past several other names have been used, such as brain-damaged, minimal brain dysfunction, hyperkinetic impulsive disorder, and attention deficit disorder (CHADD). ADHD is a controversial disorder. Some understand it to be a true disability, while others believe “good teaching and discipline at home resolve the problems” (Kauffman 2005).