Attention Deficit Hyperactivity Disorder ( Adhd )

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I chose to research Attention-Deficit Hyperactivity Disorder, otherwise known as ADHD, in culture and child development for the following reasons. First, it is important as educators that we understand the difference between restlessness and Attention-Deficit Hyperactivity Disorder in children. Secondly, we must be conscious of the origins of ADHD, how to recognize it, the myths and prejudices against it, and know the most appropriate intervention strategies. Educators must also realize that even if a child has ADHD that does not mean they are unintelligent or lazy. Historically, there are records of disorders that are similar to ADHD as early as the late 19th and early 20th centuries. Attention-Deficit Hyperactivity Disorder was known by a variety of names during the 20th century including: Encephalitis Lethargica, Minimal Brain Damage, Minimal Cerebral Palsy, Mild Retardation, Minimal Brain Dysfunction, Hyper-kinesis, Atypical Ego Development, and Attention Deficit Disorder, otherwise known as ADD (Rafalovich). The most commonly talked about starting point of the history of ADHD starts with lectures called the Goulstonian lectures, given by George Frederic Still in 1902. He observed children who were experiencing severe problems with sustained attention and self-regulation, who were often aggressive, defiant, and resistant to discipline, excessively emotional or passionate, who showed little inhibitory volition, and could not learn from the consequences of their actions
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