Assisting a five year old boy with ADHD to Achieve in School Ashley Cleeves Kaplan University Attention deficit hyperactivity disorder (ADHD) is one of the most common disorders that a child can experience. The symptoms include difficulty staying focused, difficulty controlling behavior and hyperactivity. The inability to stay focused and the increased chance of misbehavior in a classroom can jeopardize a classroom’s success rate. The main goal that this student is striving for is to gather information, which will help this student understand how the symptoms of ADHD impact the success rate of a classroom. This student also wants to gather information about intervention strategies that will increase chances of success. Malekpour, Mokhtar; Aghababaei, Sara; Hadi, Samira (2014). Effectiveness of Family, Child, and Family-Child Based Intervention on ADHD Symptoms of Students with Disabilities. International journal of Special education, v29 n2 p29-34. This particular study focused on children in the third grade who all had a diagnosis of ADHD. The study was completed in the city of Isfahan in Iran. The study included a sample of 60 students who were chosen at random. The 60 students were split into four groups, which included three experimental and one control group. Each group included fifteen male students. Before the study began, the researchers used Conner’s parental rating scale to ensure that each student had a diagnosis of ADHD. Each student’s parent signed
Analysis of parent-reported data from the National Health Interview Survey (NHIS) 2011–2013 found that 10% of children ages 4–17 years were diagnosed with ADHD (Pastor et al. 2015) Boys (13.3%) are twice more affected by ADHD than girls (5.6%)(Pastor et al. 2015). A similar study found that the prevalence rate of ADHD diagnosis increased from 7.0% in 1997–1999 to 10.2% in 2012–2014(ADHD General Prevalence. (2014).
Young children are being over diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a medical condition/learning disorder that affects how well someone can sit still, focus, and pay attention. According to the American Psychiatric Association (2013), ADHD is characterized by a child having difficulty paying attention, excessive activity, and impulsivity (acting before thinking). ADHD is also one of the most common child psychiatric disorders. In November 1998, it was reported by the National Institutes of Health on ADHD that there is also no independent or valid test that will determine if a child has ADHD, there is also no data to indicate that ADHD is due to a brain malfunction (Johnson, 2000). “Confusion still exists with respect to the origin of this disorder” (Jody Sherman, 2006, para. 1). This task has been put in the hands of the school officials to notice these problems in children. However, the school officials do not have a medical background yet seem to be diagnosing children daily.
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.
The length of time in which the students were able to maintain the lower level of severity or the total annulment of symptoms was not considered in this study. Future researchers may benefit from conducting a longitudinal study that follows confirmed cases of ADHD from early childhood to young adulthood. Knowing where students begin their struggles in their educational endeavors and how they end can help researchers determine the best point at which intervention should begin. However, the results that have been found, do justify the suggestion that further research is needed to determine if academic accomplishments, behaviors, and mental stability are affected
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
This article covers the topic of outcomes as it relates to children with ADHD. They address five very important questions that relate to these students. They also discuss and share that research has come up with very few positive solutions that help academic outcomes with those diagnosed with ADHD. My research left me with more questions than answers as I found that there are very divisive opinions surrounding the topic of ADHD and its legitimacy.
Attention-Deficit Hyperactivity Disorder, more commonly referred to as simply ADHD, is the most commonly diagnosed disorder among American children today. According to the National Institute on Mental Health an estimated 3 to 5 percent of school age children are affected by this disorder. (1) There are more diagnosed cases of ADHD of in the United States than there are anywhere in the world. The main symptoms of ADHD include "developmentally inappropriate levels of attention, concentration, activity, distractibility, and impulsivity." (1) While the number of people diagnosed with ADHD increases dramatically every year, there is still much about the disorder that is not
It is understandable for parents who have children who live with ADHD to have concerns about their children’s health. Practitioners inform that even though there is no cure for the health condition, there are several interventional strategies that can be used to help children who live with the condition to lead a happy life. It is upon every person who surrounds the child with ADHD to ensure that they offer any necessary intervention to help the situation.
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
Another developing concern in regard to the prevalence of ADHD is that there is a growing shifts in the onset span and in the population currently diagnosed with ADHD. A clinical practice guideline published by the American Academy of Pediatrics (2011) reported the expansion of the age range in regard to diagnosis and treatment of ADHD from 6 through 12 years of age to 4 through 18 years of age. More recent studies substantiated that a majority of ADHD cases persists well into adulthood in spite of the widespread recognition of this neurodevelopmental disorder’s onset for which it only occurs in childhood and adolescent years (Simon, Czobor, Balint, Meszaros, & Bitter, 2009). Furthermore, some adults are diagnosed with ADHD without having been diagnosed previously (National Resource Center on ADHD, 2013). Moreover, Asherson et al. (2012) raised a crucial argument in their research that adults with ADHD likely underestimate or ignore the influence brought by the disorder and attempt to compensate for or rationalize the deficiencies by adapting lifestyle that works for them. Thus, it is likely that the current prevalence of ADHD in adults is underreported. Essentially, it indicates that ADHD is a life-long neurodevelopmental psychiatric disorder attributed to a sophisticated combination of genetic and environment components.
ADHD is one of the most prevalent mental disorders that affect children. According to Basch (2011), research statistics and surveys have shown that “8% of children aged 3-17 had ADHD.” The research also found that ADHD is more common in boys than girls, and that children from families with lower socioeconomic statuses are twice as likely to be diagnosed with ADHD as children from wealthier families. Research by the American Psychiatric Association showed in 2013 that approximately 5.9%- 7.1% of children and adolescents are affected by ADHD ( DuPaul, Reid, Anastopoulos, & Power, 2014).
According to the National Institute of Mental Health, Attention Deficit Hyperactivity Disorder, or ADHD, is the most commonly diagnosed disorder among children (1). The disorder affects approximately 3-5 percent of children of school age (1), with each classroom in the United States having at least one child with this disorder (1). Despite the frequency of this disease in the United States, there still remains many discrepancies about the disorder itself, starting from the diagnosis and frequent misdiagnosis of ADHD, as well as the question of whether or not ADHD is an actual medical condition, or just a "cultural disease" (3).
1137) across multiple settings. These responsibilities also include the reduction of ADHD symptoms within the community. The information regarding rejective-restriction parental practices is a key part of this study that allow the nurse to help the parents of children diagnosed with ADHD by providing information about how to effectively manage symptoms of the disorder. Care-plan development for a child diagnosed with ADHD must not only include the child but the parents as well to help the parent identify and adjust the style of parenting. Providing educational sessions for parents focusing on the importance positive reinforcement for success and reducing the occurrence of rejective and restriction will give techniques that may beneficial to mitigate ADHD
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