Baker And Munatka Summary

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

The town of Bannack was established on July 28, 1862 due to gold strike at Grasshopper creek. The city was small and put together quickly with logs, but briefly served as the capital of Montana Territory in 1864 (Bannack, Montana, 2017). Bannack was very remote and it was only connected to the rest of the world by the Montana Trail which lead to extremely high crime rates and a low population. The miners in Bannack earned $8 a day which is equivalent to a pound of chewing tobacco and a dollar as change. In 1865, the residents relocated to more productive gold sites situated along Alder Gulch.

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I personally agree with the main findings of this article for several reasons I hadn’t thought about before. Young children can be problematic at times, but they can always be helped with the right

Barkly describes the relationship between self-regulation and executive function and states that self-regulation requires a person to have an intact executive function. Furthermore than Barkley outlines how these impact management of ADHD. Barkely answers the main points of his article in an detailed manner. The definitions of self-regulations and executive function were educational and easy for the reader to understand. The examples provided for each category provided and well comprehensive image of defining self-regulation and executive. Barkley uses real life scenarios that someone with ADHD would face and this helped to gain a better understanding. Overall the article was very thorough and easy to read. The only suggestion would to have headings or some bullet points to make the article more

Rendering to the National Institute of Mental, children with attention deficit hyperactivity disorder (ADHD) had difficulty focusing on one area of activity. For example, children with ADHD, easily unable to remember stuffs to remember and this continual forgetfulness is not a good sign on children, because most likely this condition will progress in learning incapacities. Another concern, for instance, difficulty concentrating especially when the chore is tedious or monotonous. At first, the parent would think the child was not listening when the parent would ask a child to do something over and over. Another example, children with ADHD become very irritated once they tussle with their work, and every now and then this primes to giving up. According to Piaget, the mental notion of a child’s brain still need to develop and kid’s experience “series of stages” in life (Laura King 287). It would be chaotic when conformity does not work with kids who does not comply with rules and regulation (King 437). Kohlberg’s theory argued that proper growth involves changes with age in views, emotional state, and behavior (King 298). Yet, the abnormality of a child’s behavior can strain their effort to succeed in their daily life.

Next, there are many influencing factors to a historical connection of ADHD and LD among children. First, it has been noted that the nature of studies actually influence the level of comorbidity reported. For instance, all studies that have utilized epidemiologic samples all concur that academic underachievement is in fact positively correlated to ADHD. However, this type correlation is noted mostly for children of ages 6 to 11 years. Secondly, it has been found that ADHD has a higher association with low academic achievement or difficulty when compared with LD. Third, comorbidity levels for ADHD and LD largely relies upon the definition of LD. As a result, studies where LD definition is widened are likely to conclude that there is a higher correlation or comorbidity between ADHD and LD.

Another cognitive process that develops in this stage is working memory capacity. Between the ages of 6 and 12, the time it takes to process information decreases quickly (Berk, 2014, p. 302). The speed of thinking has a direct effect on working memory, and this is where a difference in the individual intelligence of children truly begins to reveal itself (Berk, 2014, p. 302). Another cognitive development is the development of executive function, where it “undergoes its most energetic period of development” (Berk, 2014, p. 302). Even more noticeable of a development in cognition is the development of attention. While infants and toddlers and even young children can be distracted easily, a child in middle childhood has a more focused attention (Berk, 2014, p. 303). Children learn to only pay attention to information that is relevant to their current focus (Berk, 2014, p. 303). Another advance in cognition is the development of metacognition, where children are more aware of their mental activities (Berk, 2014, p. 306). Despite this awareness of their own mental state, children are still not fully able to achieve cognitive self-regulation, or the “process of continuously

Mcauley explains that the behavioral regulation index and the metacognition index were very strongly associated with the parent and teacher ratings of attention problems in youth and with behavioral or emotional problems in everyday settings. He states that the test is specifically helpful in the instance of children with ADHD, explaining that children with ADHD have held higher scores on the BRIEF2 when compared to their peers. The working memory scale stands out as a scale that is particularly sensitive to ADHD children. That being said there appears to be “no significant associations between the Behavioral Regulation Index or the Metacognition Index and youth’s scores on measures of inhibition, performance monitoring, and working memory.” (Mcauley,2010). Likewise other studies have found similar results when using different performance-based tasks to examine executive function. This article praises the BRIEF2 but only in conjunction with other tools to determine the nature of the problems that the child is having and the proper course of action in dealing with

Due to negative responses not always being enough to stop the child from behaving poorly, it makes it more of a self-regulation issue than just an impulsive one. Barkley’s article also expresses how ADHD goes away after the adolescent reaches adulthood and that could support his reason for wanting ADHD to be described as deficits in ‘executive function’ because the under development of that region of the brain is not fully developed until after their early twenties. (Barkley, 1997).

They are used to organize different tasks and analyze the main idea when facing lots of information. Also, they have the ability to account for the short and long term effect o their actions so as to plan the priority list inside their mind but ADHD children cannot. Jeffery always faces problem on his study and claim that he doesn’t understand the connection of the context. His teacher also stated that Jeffery was weak in logical and critical thinking. As the frontal lobe of the ADHD, which is responded to regulate the executive function, is less active than normal people, their cognitive flexibility and higher order executive functioning are generally weaker. They cannot manage in oraganising, reasoning and solving problems.

The relationship she shares with her husband indicates her lack of trust in this marriage and her insecurity of her physical appearance. After having been married for 38 years, she continues to develop jealousy and she worries for not being attractive enough for her husband. These symptoms show that she fails to establish a strong self-esteem and fails to find satisfaction in love. According to Mindy Bingham and Sandy Stryker’s theory, they believed that females should build a strong self-esteem between the age of 13-16 and a stable loving relationship in adulthood. However, from the patient’s behaviour, it shows that she might have failed to do so due to some unknown circumstances. To treat this, the client must enhance her communication with

1. How do “effortful control” and “affiliativeness” relate to positive outcomes in children and how do they relate to the “theory of resiliency?” Are these approaches sufficient?

The Associations between early life adversity and executive function in children adopted internationally from orphanages written by Camelia E. Hostinar, Sarah A. Stellern, Catherine Schaefer, Stephanie M. Carlson, and Megan R. Gunnar was an experimental study done to examine level of executive function in adopted children. The purpose of this study was to investigate whether children who experienced early life deprivation showed a reduction in executive brain functioning about one year after they were adopted. In order to investigate this claim, a study needed to be done comparing the adopted children’s brain functioning to other children around the same age who were not adopted. The study also investigated early-life adversity influence later

EF starts to develop as early as one’s first year of life, with substantial development occurring during the preschool age (Kegel & Bus, 2014; Weiland, Barata, & Yoshikawa, 2014). Specifically, working memory shows an increase in growth during the preschool year (Kegel & Bus, 2014). According to Miyake et al. (2000) numerous studies are available that show when age-appropriate tasks are available, preschool children show an increase in their EF competencies. Children between the ages of 6 years and 8 years show great improvement in non-verbal EFs (e.g., planning, organization, and inhibition). For those tasks requiring