Attention Deficit / Hyperactivity Disorder ( Adhd )

“ADHD is one of the most common chronic behavioral disorders encountered by primary care physicians” (Ambalavanan and Holten 1). Many children across the world struggle with this disorder everyday, hoping for a sensible solution. ADHD develops to become most apparent in children during preschool and early elementary years (Ambalavanan and Holten 1). It is challenging for these children who posses this disorder to control the way they act or their ability to pay attention, especially for longer periods of time such as a school day. It begins to not only affect the child's physical and mental well being, but also the child’s ability to learn and complete their school work. It can also potentially hold a child back from being their best self, and living life to its fullest potential. This disorder often begins to

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).

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) is the most commonly found disorder in children in the United States. Statistics show that the male to female ratio for children with ADHD is eight to one. 4.4 million Children between the ages four to seventeen have diagnosed with ADHD (Cheng Tina L et al.). African American children are at a higher risk for having ADHD. Caucasian children are least likely to have ADHD. 2.5 million children receive medication for ADHD, but African American children are half as likely as Caucasian children to take ADHD medication(Cheng Tina L et al.). If African American children do not take medication for ADHD the child will most likely do drugs, drop out of school, or find it harder to receive a job when they get older. There is not cure for children who have ADHD, but there is medication children can take to decrease their hyperactive and impulsive symptoms. Adderall, Methylin, Concerta, and Focalin are some of the medications given for children who have ADHD. Methylphenidate is the most common medication prescribed by physicians for ADHD. “Methylphenidate takes effects within fifteen minutes of taking it and lasts between four and twelve hours a day.” (Hughes, Katsiyannis, and Ryan). Although medication is out there for the children to take, some of the medication given haves negative side effects. ADHD is not preventable. Parents should not only avoid drinking, smoking, or doing any other type of drugs to prevent ADHD, but also to prevent

According to a study by The Pew, more than 2.7 million children have an incarcerated parent. The following consequences are often underestimated and undetectable. Incarcerated parents are extremely detrimental to the well-being of the children involved. Minors involved with the arrest of their parents often suffer more complications than someone without an incarcerated parent. Foremost, these minors are more likely to have attention problems like Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). Additionally, they could have behavioral hardships such as anxiety, depression, or eating disorders. Lastly, they could have complications in the development of relationships because of emotional problems. This

Throughout my placement, I focused mainly on two different children (1 from each school); one child diagnosed with ADHD and the other child diagnosed with ASD. According to Fortune (2017) ADHD is one of the most common neurodevelopmental disorders of childhood (Lecture 8, slide 2). A child by default already has high energy levels and constantly needs to be active however according to Fortune (2017), ADHD can be categorised in three types: predominantly inattentive presentation, predominantly hyperactive-impulsive presentation and combined presentation (Lesson 8, slide 3). The child (Jon) with ADHD with whom I worked was diagnosed with predominantly hyperactive impulsivity presentation. Jon had a hard time waiting for activities to start, and once they did, he would not follow the rules instead he would run up on the benches then come on the court to play with another child who was not his partner then he would run back to the instructor to complain he was bored and wanted to do other things (the same behaviors happened when we switched activities). However, I developed an intervention plan for Jon so that he can stay still long enough that he can focus on tasks and be able to participate with the other children. The intervention plan stated that Jon needed to release his energy, and gets bored very quickly, therefore, I came up with a schedule for Jon to follow throughout the

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)

The purpose of this paper is to discuss one of the most common childhood disorders, Attention Deficit Hyperactivity Disorder (ADHD) in early child development. Topics to be explored are the epidemiology, pathophysiology, signs and symptoms, lab diagnosis, and treatment of ADHD. Lastly we will discuss nursing interventions as they relate to parents and children with ADHD and review two nursing journal articles related to ADHD treatment.

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

“Every child’s needs are specific, and even if they share the same diagnosis as another student, that’s surely no guarantee that they will learn or relate in the same way.” (5, para. 21) In order for ADHD treatment to be effective, it must include a combination of counseling – individual or family- education, and behavioral therapy (2). A treatment plan that combines behavior management exercises and medications are the most effective interventions for ADHD children, adolescence, and teenagers, but they should always begin the treatment with behavior interventions – not medication (2;4).

Attention Deficit Hyperactivity Disorder is without a doubt one of the largest social problems facing the Baby Boomers in the 21st century. The last two to three decades have seen this disorder labeled many different titles. As stated by Donald J. Brown in his article Attention Deficit Hyperactivity Disorder (ADHD), 1996: “What is apparent is that ADHD is a collection of symptoms or criteria.” Labeling a child as ADHD creates a large potential for error. The traditional approach of putting children on long-term usage of stimulants such as Ritalin, Centedrin, and Rubifen might allow a child to better concentrate because it somehow slows down the otherwise hyperactive student but it does nothing

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder in which children have substantial difficulties paying attention and/or demonstrate hyperactivity-impulsivity (American Psychiatric Association, 2013). ADHD is primarily diagnosed when a child is in elementary school (American Psychiatric Association, 2013) and the diagnosis requires that the child has major problems in more than one location, for example at school and at home (Subcommittee on Attention-Deficit/Hyperactivity et al., 2011). There are various scales that have been completed by parents, and teachers in order to help with ADHD diagnosis, such as the Vanderbilt ADHD Diagnostic Scale, Strengths and Difficulties Questionnaire (SDQ), Strengths and

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who

The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to

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