Attention Deficit Hyperactive Disorder ( Adhd )

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Goodman and Scott (1997) suggest that ‘childhood hyperactivity is a high level of behaviour that is often characterised by lack of control rather than the volume of behaviour.’ However, Booton, Cooper, Easton & Harper (2012) argue that children with hyperactivity are unable to sit still, have poor concentration and impulsive behaviour. I agree with Booton, Cooper, Easton & Harper (2012) because these are the challenging characteristics that appear in children who are hyperactive. In contrast to Goodman and Scott (1997), I believe hyperactivity does not necessarily occur due to lack of control. There may be high volumes of hyperactivity that can be controlled through behaviour management strategies (BMS) such as positive reinforcement,…show more content…
Their definition includes the symptoms of hyperactivity and ADHD but the distinction between the two has not been identified. The distinction between ADHD and hyperactivity is that, ADHD is a neurological developmental disorder which is required to be diagnosed Lauth et al (2006). Whereas hyperactivity is the regular pattern of inattention, impulsiveness and over activity McLaughlin (2004) by which diagnosis is not obligatory.
Roger (2003) argues that teachers should develop a personal plan for hyperactive behaviour (HB) which focuses on academic survival skills and is centred in a supportive one-to-one programme emphasising positive role play. I believe this (BMS) may not work on all students, for example, children in Early Years Foundation Stage (EYFS) (2008). In EYFS (2008) teaching is often done through play, where the child learns through games and physical activity. At this stage of their education, they are learning through positive role play. In contrast to Roger (2003), children in EYFS do not require academic survival skills as they have not been academically prepared for the future.
Moreover, Leaman (2009) suggests that teachers should encourage children to take responsibility of their actions by setting up a reward system to motivate children. Bowen, Jensen & Clark (2004) argue that contingent verbal praise should be associated with the delivery of any tangible or token reinforcer, then as
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