An Article Written By Milich, Balentin & Lynam ( 2001 )

KIds with ADHD face a lot of challenges.A Challenge that is very common are learning Disabilities .It affects their way of learning because they are constantly distracted by noises in other students in their classrooms.THe most common learning disabilities are Dyslexia ,Dyscalculia,Dysgraphia,and Non-verbal disabilities these learning disabilities have an effect on a lot of people.An additional challenge is challenges with there sociasl skills.It affec ts there social skills because of there mood swings and

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).

The main topic of this page is information and statistics pertaining to children that possess the disorder of ADHD. It provided several statistics amongst the boys and girls that have ADHD. It also provided percentages and rates of how many children are diagnosed with the disorder. It revealed that statistically proven boys are more likely to become diagnosed with the disorder than females are. This site also provided statistics ad ratings of the different treatments that children are taking and how many American children received treatment for the disorder in 2011. There was also a percentage representing the children that may have been diagnosed with the disorder but are not receiving any type of treatment for it. There are also facts supporting that parents that may have been diagnosed with the disorder are more likely to reproduce children that suffer from the same disorder opposed to parents who have not been diagnosed or exhibited any behaviors or symptoms of ADHD. It is also quoted that children that have been diagnosed with the disorder may form a issue with maintaining any relationships or friendships amongst their peers. There was also a percentage that supported the fact that the children that suffer from the disorder of ADHD have a higher rate or major injuries and hospital visits compared to the average child. There is also a high economic cost to care and treat children that suffer from this disorder.

Attention- Deficit Hyperactivity Disorder (ADHD) crosses gender, cultural, and socioeconomic lines, but it does not render adolescents from participating or excelling in the academic process. ADHD disorder has been defined as a neurobiological development disorder of impaired executive functions that significantly affects self-control, behavior, cognition, and learning. (Anthony L. Rostain & J. Russell Ramsay, 2005) According to a study conducted by the American

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

Children with either ADD or ADHD generally exhibit inattentiveness in school and in social situations; they may act erratically, and often

In this journal article, Dr. Trudy Knowles (2010) gives advice to parents and teachers on

There was a study conducted in which children were given a computer test to determine which one of them was able to answer the questions quicker: the ones who were medicated or the ones who were not. The results indicate that medication improves the ability of ADHD kids to respond faster than those of the children who were not medicated. This text is useful when considering the impact of ADHD on social, behavioral, and academic factors inherent to individuals diagnosed with this disorder.

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

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

Langberg, Epstein, Urbanowicz, Simon, and Graham (2008) is in agreement with Smith et al. (1998) that children with ADHD will display off tasks, impulsive, and disruptive behaviors in the classroom (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, Raggi and Chronis (2006) state that academic difficulties for children and adolescents with ADHD include failure to complete homework, poor comprehension of material, poor study skills, low test and quiz grades, poor preparation for class, disruptive behavior, peer conflict, and conflict with teachers (Raggi & Chronis, 2006). Adolescents can also experience new sets of problems due to physical and social maturity such as automobile accidents, traffic tickets, difficulty in romantic relationships, vocational problems, and substance use and abuse (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Although these problems usually do not occur until high school, these negative outcomes usually start in middle school (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Children and adolescents with symptoms of hyperactivity can have an effect on their academic functioning such as difficulty staying seated in the classroom; excessive fidgeting; greater touching of objects; and playing noisily (Raggi & Chronis, 2006). Negative consequences can occur because of hyperactivity such as increased discipline and negative teacher attributions in the classroom and lower

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.

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