Adolescent Behavior Analysis

ADHD Research Attention deficit/hyperactivity disorder (ADHD) is a disability in which children consistently show one or more of the following characteristics over a period of time. (1) Inattention, (2) hyperactivity, and (3) impulsivity (Kirst-Ashman, Zastrow 2004). Children who are inattentive have difficulty focusing on any one thing and may get bored with a task after only a few minutes. Children who are hyperactive show high levels of physical activity, almost always seeming to be in motion. Children who are impulsive have difficulty curbing their reactions and don’t do a good job of thinking before they act.

In the home setting, the same symptoms are shared within the caregivers (teacher and parents). It was recommended that children showing the appropriate symptoms are one or more places within he environment were diagnosed with the disorder. Basically, with the help and feedback from teachers (observing the child in the school setting), helps the parent aware of the actions and seek treatment for the disorder. Normally, children are put on medicine if their behavior is very hyperactive and inattentive. With the help of medicine, the child can function semi-normal in the different settings like others. The literature

Due to the lack of self-control and the increased impulsivity of these individuals there is a higher level of reported defiance. 65% of children with ADHD diagnosis have issues with defiance, non-compliance and other authority related conflicts. Many people with this disorder experience uncontrollable verbal hostility, short tempers, and troubles with expressive language. Because of the lack of filters to tell the brain that these actions should be avoided, these children receive poor rapport from peers. They are also often misunderstood. Many times teachers learn to expect the behavior but punish it rather than redirect it. These children may learn to use this disorder as an excuse to not succeed. There are some people who believe that this labeling is needed and helpful.

Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

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).

Neurodevelopmental disorders affect the development and growth of the brain and central nerve system. Neurodevelopmental disorders interfere with emotions, self control, learning ability, and memory as an individual grows. Neurodevelopmental disorders associated with degrees of difficulty have significant mental, physical, emotional, and consequences pertaining to economic. Attention deficit hyperactivity disorder known as ADHD are difficulties interfering with behavior pertaining to children. When attention deficit hyperactivity disorder is involved a child is more likely not to follow directions and fail to respond to demands. Children diagnosed with this disorder are known to have a lower IQ than others. It is usually seven to fifteen points lower than normal. Attention deficit hyperactivity disorder creates social issues due to the impulsivity and over activity that a child may have. This ADHD disorder causes children to be socially disturbing and immature. When being judged negatively by peers it results in behavior problems when a child has ADHD. The behavior criteria in this disorder involves not getting along with parents because they do not do what they are told to do, they become easily distractive, they start a task, but is quick to lose focus on what they were doing, has a hard time

Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it 's a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children with ADHD may develop emotional, social, developmental, academic, and family problems because of the frustrations and problems they are constantly experiencing. (Shea)

It is estimated that between 3 and 12 percent of the population has to deal with conditions known as Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD). This equals approximately 3 million children in the United States alone. Both of these disorders (ADD and ADHD) exhibit the same traits leading them to be lumped together. Children affected by ADD or ADHD have behavior and emotional problems. Trouble concentrating on simple tasks, a short attention span, failing to give attention to details, and disruptive behavior are a few of the problems resulting from

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

The sample for this study was a longitudinal study of 177boys. These boys were gathered having disruptive behavior disorders. The participants were 7 to 12 years of age. The sample was composed of white(70%) and african-americans(30%). The procedures for this experiment were to conduct an annual assessment between 1987 and 1994. It was conducted with the boy and his parents. The test given to the participants in the interviews was a parallel version of the National Institute of Mental Health Diagnostic Interview Schedule for Children(DISC.) The test was also modified to include all DSM III-R symptoms. The diagnostic procedure used 2 clinicians who independently reviewed reports of the participants symptoms. Through this study it yielded that 24.4% had ADHD, 36.6%had ODD, 12.2% had OAD, 12.2% had MDE, 10.5% had SAD, 4.1% had DYS, 2.9%, had ENU, and 1.2% had ENC. These disorders were recorded after and during the 7 year period.

ADHD (attention deficit hyperactivity disorder) is the most common behavioral disorder that starts during childhood. However, it does not only affect children - people of all ages can suffer from ADHD. ADHD is understood as a neurobehavioral developmental disorder.

Adolescent risky behaviors have been discussed for more than a century. In the storm and stress view introduced by Hall (1904), three key elements are conflicts with parents, mood disruptions, and risk behaviors. It is widely agreed that adolescents are more likely to commit risky behaviors than both adults and children. Arnett (1999) stated that adolescents have higher rates of reckless, norm-breaking, and antisocial behavior than either children or adults, and they are more likely to cause disruptions of the social order and to engage in behavior that carries the potential for harm to themselves and/or the people around them. Moffitt (1993) used the theory of adolescence-limited antisocial behaviors and life-course persistent antisocial

Family Lifestyle and the behavior of members within the family have been shown to have a direct affect on a teenager's behavior everywhere. Any older person, especially a family member, can influence a child very easily because he always looks up to that family member. If a person in the family is involved in a criminal activity then the children can be turned on by this and become interested in doing the same thing. If the guardian or parent of a teenager does not punish him for doing something wrong, this can only lead to repetition of the bad behavior. Failure to stop a child from doing something wrong could lead the child to believe that his behavior is acceptable. Also, a child thinks that the people that are supposed to love him

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.