Students who have exhibited the characteristics of Attention Deficit Disorder for longer than six months may be at risk for having an attention deficit disorder. However, a diagnosis of attention deficit should only be made after ruling out other factors related to medical, emotional or environmental variables which could cause serious symptoms. Therefore, physicians, psychologists, and educators often conduct a multi-disciplinary evaluation of the child including medical studies, psychological and educational testing, speech and language assessment, neurological evaluation, and behavioral rating scales completed by the child's parents and teachers.
There are no issues of attention, focus and concentration for the child. There have never been behavioral issues.
Individual is having some difficulties with paying attention and focusing due is distraction, being forgetful, and not listening to instruction as reported by individual teacher.
Attention Hyperactive Deficit Disorder “You know how it feels when you’re leaning back in your chair and it’s just about to fall over? I feel like that all the time!” This is how a person affected with Attention Deficit Hyperactive Disorder (ADHD) feels every day. ADHD refers to a family of related disorders that interfere with an individual's capacity to regulate activity level, inhibit behavior, and attend to tasks in developmentally appropriate ways.
The learning process for children who have ADHD can and will have a hard time focusing in class or on anything. They will be easily distracted by anything like something so small as someone to dropping a pencil to something big as a child laughing very loudly. The child will not be able to stand being still for a certain amount of time before they come very fidgety. The child could have a very hard time in school trying to focus in a simple task when they could be distracted very easily.
Minnie is an energetic, outgoing, caring 7-year-old who is in the 2nd grade and is struggling in her reading skills, her hyperactivity, inattention, and irritability. Minnie appears to have general ability cognitive skills at a level appropriate for her age. She demonstrated significant variability across cognitive areas, with her ability to use reasoning to identify and apply rules identified as a personal strength. Minnie was found to have difficulty with working memory. A skill which is very important to reading and is consistent with identification as a student with a learning disability in the area of reading. Minnie’s level of academic achievement in reading is lower than might be expected given her cognitive abilities. Minnie displayed inaccurate word reading. She also had difficulty understanding the meaning of what was read. In an interview with Minnie’s parents, they reported she has experienced difficulty with reading since kindergarten. Given her history of academic struggle with the foundational skills of reading, her lack of response to tutoring, and her reading achievement that is significantly lower than expected, Minnie appears to meet the criteria for a Specific Learning Disorder in the areas of reading accuracy and fluency. Given the severity of the deficit and that Minnie has demonstrated success with comprehension when text is presented orally, Minnie’s success in math, and the history of the problem, it is not likely that her difficulties with attention
Brendan’s results yielded abnormalities within certain areas of sensory processing. It was also reported that there is presence of fluctuating levels of attentiveness and distractibility at school. The second intervention activity will focus more on the attentiveness of Brendan in the school setting. The therapist will work with
He is easily distracted by things going on around him and by objects in his classroom. K.S. symptoms are in the subtype of combined hyperactive-impulsive and inattentive.
Task Analysis Academic Achievement and Functional Performance Charles is a 7th grade student at Fulbright Junior High in the Bentonville School District. He is a 12 year old male who was diagnosed with OHI. Sustained attention is difficult for Charles, even with transitions and activities built into the classroom structure. He is often redirected from playing with "toys" from his backpack. These items consist of gloves, paperclips, action figures, or drawing. Charles does not work within a small group very well, he tends to allow other group members complete the work for him. In independent work he often has to be encouraged to go back and redo or complete work he has not finished. Modifications of breaking items into smaller parts, encouragement, and opportunity to redo and finish are needed. All directions and steps should be written down for him to follow and cross off as he completes task. He is placed in inclusion classes for English, math, history, and science; and resource class for English. His math scores place him at a 5th grade level. His English scores place him on a 4th grade level. Charles has received passing grades in all subject areas. Math has consistently been his lowest grade with D's due to his inability to organize, complete, and submit his homework or out of class assignments.
In classrooms today, there are many children who suffer from disorders such as Attention Deficit Hyperactivity Disorder (or ADHD/ADD.) While much is known about these disorders and how they affect the education of children, there are only a few known methods that consistently help an affected child focus and target in on what they need to learn. Medication for children With Attention Deficit (Hyperactivity) Disorder must be used as an aid to help the affected child to focus and comprehend information being presented to them.
What exactly is Attention Deficit Hyperactivity Disorder. he text book describes ADHD as: “ Disorder that involves symptoms of extreme inattentiveness, problems with impulse control, and high levels of activity; although some children present only symptoms of attention deficit and others experience only hyperactivity, usually both are evidence.” ( Dunn, 2013, pg. 244)
Absence Epilepsy - Symptoms, Causes and Treatment By Jim R Thomas | Submitted On November 21, 2011 Recommend Article Article Comments Print Article Share this article on Facebook 1 Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share
According to the National Institute of Mental Health, over three million children children are diagnosed with the disorder each year. One boy, who wished to remain anonymous, is one of those three million. He consented to answer a few questions about how ADHD affects his school experience. When asked what is the most challenging part of his day, he responded almost immediately with,“school”. He went on to say,“without my medication, I can’t focus. I don’t know what I’m doing until it’s too late. The teachers aren’t much help either.” As stated in his response, the boy does
There is a twelve-year-old boy who over the past few years has exhibited signs of what one might percieve as Attention Deficit and Hyperactivity Disorder (ADHD) if he were examined at a particular point, in a particular classroom, with a particular teacher. In other situations, he is completely able
Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.