Attention Problems In Children

Learning Disabilities Online’s mission is to assist children and adults with learning disabilities to reach their full potential by offering advice and up-to-date information. They also offer educators with authoritative information about learning disabilities so they have a place to obtain any help that they may need. This site offers reliable information so a parent or a teacher can research learning disabilities and get information such as the definition of learning disabilities, the signs to look for, how to respond, and how to get help. It is estimated now that 2 million children in the United Sates have ADHD, attention deficit hyperactivity disorder and they offer

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

Learning disabilities occur in more than 2.9 million children across the United States. Out of students

Some of the most common words moving around in the psychiatric circle are attention Deficit; hyperactivity; Ritalin; ADD, ADHD. These words are being most commonly discussed by most educators, physicians, psychologists and young parents in the society today. In spite of extensive advancements in technology which has brought new insights into the brain and learning, there is still a lacuna in the field of problems faced by children who are unable to remain focused on the task given to them in the classroom owing to their inability to pay attention.

Foster child, Annalisa Carrion, was replaced from the non-kinship therapeutic foster home of Carmen Arvelo and Miguel Quiles (Ms. Arvelo’s husband) on June 22nd, 2015. A report was received on June 26th, 2015 with the allegation of laceration, bruises, welts, and inadequate guardianship regarding Annalisa Carrion against Miguel Quiles.

Before September 1991, Attention Deficit Hyperactivity Disorder (ADHD) wasn’t covered under Individual with Disabilities Education Act (IDEA), (www.pbs.org, 2014). It wasn’t until advocates pushed for change and the Department of Education (DOE) issued a policy directing schools to include it. IDEA is more appropriate for a student with ADHD because this disability significantly effects the student’s educational performance and not a major life activity. This paper will provide evidence and support that shows how IDEA is more appropriate for a child, with ADHD, rather than Section 504.

The education system today is more aware of students who face a diversity of disabilities than ever before. In a classroom, students with attention-deficit/hyperactivity disorder are especially triggered to experience the disability due to the many physical or emotional stimuli. This disorder involuntarily inhibits a student’s control over most of his or her behavior, so this does not allow a student to experience the same quality of learning as his or her peers. In the article “Arranging the Classroom with an Eye (and Ear) to Students with ADHD”, Eric Carbone reports on avoiding predecessors that worsen the student’s disorder. Through a study on antecedent interventions, Eric Carbone found strategies to help teachers readily instruct students suffering from ADHD.

Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities were tabulated as including autism, attention deficit hyperactivity disorder, and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including attention deficit hyperactivity disorder, intellectual disability, cerebral palsy, autism, seizures, stuttering or stammering, hearing loss, blindness, learning disorders and other forms of developmental delay. These disabilities were much more prevalent in boys than in girls. They were lowest among Hispanic children as compared with non-Hispanic white and black children. Low income and public health insurance were associated with the prevalence. The rate of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism, ADHD and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children. The survey called for additional research on the influence of changing risk factors and changes in the acceptance and the benefits of early services (Boyle et al).

Students can be identified as having a learning disability by using a process based on their response to research-based interventions along with an IQ-achievement discrepancy. These scientific, research-based interventions, which are tiered approaches to school based service delivery, are generally known or called response-to-intervention (RtI) models. RtI models are early intervention approaches that involve children’s responses to evidence-based interventions which are implemented on three different levels of intensity. To achieve prevention goals, RTI schools are structured, arranged, staffed, and lead differently than traditional schools. Along with using a tiered approach, schools that use RtI models also use progress monitoring. They use a vital flow chart of students, within and across tiers of services, to maintain a positive response to intervention. School-wide RtI is characterized by multiple tiers of risk and support. Students within RtI schools are considered to be placed across three, sometimes four, tiers of risk ranging from no risk to very high level of risk. There is no right or wrong amount of tiers schools can use, but the majority of schools use a three tier system. The expectation of Tier 1 is that about 80% of students will be making expected progress in

Today in the educational system, I think one of the most looked down upon inequalities are students with an attention-deficit hyperactivity disorder, also known as ADHD. Especially in high school, living with ADHD is extremely challenging because students have a harder time concentrating during class, understanding the material given to them, or even taking tests and doing homework unlike other students. It seems the school system, and even society judges students based on what level they are on. For example if a student has straight A’s in honors classes, that student would get all the praise, while a student who has average or lower grades in regular classes, that student would be ignored, get ridiculed or sometimes considered irrelevant. I myself am not officially diagnosed with ADHD, but I consider myself have a larger amount of inattention, so I have witnessed these types of inequalities in high school before. In Jonathan Kozol’s essay, The Savage Inequalities of Public Education In New York, Kozal explains how a school principal views the students reality, explaining “Sometimes a school principal...looks into the faces of the children in his school and offers a disarming statement that cuts through official ambiguity.” (261). It hurts to know that there are students who cannot focus properly in school, and no one can see it physically happen.

In considering a differential diagnosis of ADHD and a learning disability, there are a few specifics that school counselors should consider. Children with hyperactivity underachieve because of their difficulty attending in the classroom, low rates of academic engagement, and inconsistent work completion (DuPaul et al., 2008). Children with a diagnosis of ADHD, behaviors are pervasive, exhibited in both the home and school environments, and impair academic and social functioning (Barkley, 2003). In differentiating the symptoms of hyperactivity disease with other mental health disorders, the authors have noted that similar symptoms of inattention have been found in children who have mental retardation. Symptoms of oppositional defiant disorder should also be differentiated with hyper activeness, although many children are diagnosed with both. Distinguishing between

There are many medical problems and diseases that are affecting the people in the world today. Thankfully, people are slowly becoming more aware and tolerable of people with neurodevelopment disorders, such as Autism Spectrum Disorder, Communication and Language Disorders, and Attention Deficit Disorder. Neurodevelopmental disorders will usually affect an individual throughout their lifetime, often making it difficult for children who are affected to learn. My little brother has both Attention Deficit Disorder and Attention Hyperactivity Disorder. I see daily how it affects his life, from his ability to focus to following directions. He struggles with staying still long enough to finish his homework and becomes easily frustrated when he encounters a problem that looks difficult. This leads to him hanging back from activities or groups of people. Thus, giving him a lower

Neurofeedback is defined as a speciality field within biofeedback, which is dedicated to training people to gain control over the electro-physiological processes in the human brain (Demos, 2005). It is a non invasive technique that uses an electroencephalograph (EEG) to measure electrical brain signals in terms of their frequency and amplitude, during a task an individual performs. Once the EEG has been recorded the raw traces are then separated into individual frequency components (Delta, Theta, Alpha, Sensorimotor Rhythm and Beta), and information relating to them is fed back to the individual, in real time, in a form that he/she can consciously see the changes in the electrical state of their brain. This process is called a

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Special Education teachers must understand how the IDEA act defines EBD, recognize the warning signs and how to appropriately diagnose students. Children with EBD who do not receive appropriate care and support are at risk for substance abuse, school failure, and serious mental health problems. Education programs for children with an EBD must include attention to providing emotional and behavioral support, as well as aiding them in mastering academics, develop and support positive social skills, increase self-awareness, self-esteem and self-control. Adolescents with EBD should receive services based on their individual needs, and all stakeholders need to be well-informed of the care the child is receiving. Coordinated services between home