Children 's Diagnosis Of Attention Deficit Hyperactivity Disorder Essay

Most people have heard of the term Attention Deficit Hyperactive (ADHD) disorder. "Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that interferes with an individual's ability to attend to tasks (inattention), inhibits one's behavior (impulsivity), and may interfere with a person's ability to regulate one's activity level (hyper-activity) in developmentally appropriate ways (Barkley 19)". The most important job for teachers and parents is to separate fact from fiction, to clarify what we know and don't know.

     Most people have heard of the term Attention Deficit Hyperactive (ADHD) disorder. “Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that interferes with an individual’s ability to attend to tasks (inattention), inhibits one’s behavior (impulsivity), and may interfere with a person’s ability to regulate one’s activity level (hyper-activity) in developmentally appropriate ways (Barkley 19)”. The most important job for teachers and parents is to separate fact from fiction, to clarify what we know and don’t know.

According to the U.S. Department of Health and Human Services throughout recent years the number of diagnosed cases of childhood ADHD has continued to increase from 7.8 % in 2003, to 9.5% in 2007, 11% in 2011 (US CDC Statistics, 2016) It is estimated now that there are nearly 7 million children throughout The United States of America that have been diagnosed with this disorder. This is a number that has grown rapidly over recent years due in part to the growing research and understanding of the condition and the evolving diagnostic criteria for diagnosis. The American Psychiatric Association currently defines Attention-deficit/hyperactivity disorder (ADHD) as” a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, has symptoms presenting in two or more settings (e.g. at home, school, or work; with friends or relatives; in other activities), and negatively impacts directly on social, academic or occupational functioning.” (DSM-V, 2013) With such a number of people effected by ADHD, it is surprising to see how uninformed, or at the very least, misinformed, the majority of the population remains concerning the disorder.

I began my employment with the New York City Department of Education in September of 2005. Through my experience and training as a Paraprofessional I have experienced many aspects of grammar school education. Most of my assignments through the years have been with an elementary school child diagnosed with Attention Deficit Hyper Activity Disorder (ADHD).

Attention-deficit/hyperactivity disorder (ADHD) is the term used to identify the developmental deficits in correlation to maintaining one’s attention, hyperactivity, the ability to resist distractions, restricted behavior, etc. While ADHD begins fairly early within a child’s brain maturation, if not properly diagnosed and treated, it is very likely that it could continue on into adulthood. For many years, researchers studied the effects of intervention, in both medical treatment as well as behavioral therapy. Not to mention, there have been many assumptions, yet no absolute cure for ADHD. However, the debate continues as to which is more efficacious in assisting with managing the disability. The use of empathy during therapy, the long-term effects of medication, educating the support system and the use of transferences and psychodynamics will be the foundation of this research. These pieces will all service in an attempt to identify the success of ADHD and behavioral intervention.

Amidst the tremendously rising number of Attention-Deficit/Hyperactivity-Disorder (ADHD) cases presently existing among school age children, the implementation of novel and contemporary classroom techniques has generated academic success with those affected by the disorder. Such scholastic victory in the education of children results in positive behavior as well as an increase in productivity within classroom environments as a whole. Although a few voices question the alternative approaches in accommodating ADHD affected students, the strategies applied have demonstrated academic success (Bussing et al., 2012). ADHD classroom intervention developments establish positive results from the methods and causes, and minimize opposition regarding the innovating trends used.

“Attention Deficit/Hyperactivity Disorder (ADHD) is a biologically based but heterogeneous disorder connected to a variety of negative outcomes” (Sasser et al., 2016). ADHD can be found in both adults and children, but is more prevalent in children than in adults. According to Centers for Disease Control (CDC), in the United States alone eleven percent of children from age four to seventeen have been diagnosed with ADHD as of 2011 (Key, 2014). Boys of this age

Attention-deficit/hyperactivity disorder (ADHD) is more widely conceptualized because early childhood, has helped children with ADHD to function properly in educational settings. Ten years have passed since the American Academy of Pediatrics (2001) reported to educators and primary care providers that ADHD should be treated as a chronic condition, because it persists beyond childhood into adolescence (para. 2). Many students with ADHD have behavior problems that prevent them from understanding instructions and connecting with the appropriate subject skills.

Attention Deficit Disorder, ADD, and it’s counterpart Attention Deficit-hyperactivity Disorder, ADHD, are some of the most commonly diagnosed disorders in children and adolescents. For the purposes of this paper ADD and ADHD will be used interchangeably. The disorder affects an estimated 3-5% of school age children,[1] though some estimates put the percentage closer to eight percent. The characteristics of this disorder are generally hyperactivity, inattentiveness, and impulsivity which can cause a variety of impairments in social, academic,

After being adopted at the age of 5, I had some behavioral issues that were hard to parent. My parents took me to be assessed, I was diagnosed with ADHD. Shortly after being given this diagnosis I was put on the strongest dose of Ritalin, which I responded to by having zero affect. After the dosage was figured out, I was seen by several psychiatrists to confirm the diagnosis of Attention Deficit Hyperactivity Disorder. It wasn’t until third grade when I went to see my doctor, that I was then given the diagnosis of Attention Deficit Disorder, which I took Adderall for until sixth grade as well as stopped taking the Ritalin. As far as being assessed, I haven’t been involved in any assessments directly, rather my mother would provide the

In recent years, the issue of inattentive students has been sweeping the nation, especially with the youngest children, Kindergarteners. According to Curwood (n. d.), Kindergarten has changed into First grade and First Grade to Second (p. 1). With more strenuous standards to meet, 5-year-olds have been subjected to longer school days, with most communities “[mandating] full-day attendance” (Curwood, n.d., p. 1). Children at this age are not cognitively developed enough to remain focused during their 6-hour long days. Furthermore, The United States has also seen a growing case of Attention Deficit Hyperactivity Disorder (ADHD) diagnoses. Having been diagnosed with the disorder myself, I can attest to the difficulty of lasting through an entire school day with the disorder. Along with longer days, standards focused schools are cutting

There are different types in severity, characteristics or symptoms children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit. Children with ADHD have strengths, average intelligence or diverse personality characteristics that should be accounted for. Their disability is defined with Inattention, Hyperactivity and Impulsitivity and each child exhibit different forms of these behavior characteristics. "Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsitivity that are developmentally inconsistent with the age of the child." (U.S. Department of Education et al 1) Unfortunately, children with ADHD experience difficulty in school and struggle to build friendships because of inadequate social skills.

Attention-Deficit Hyperactivity Disorder, or ADHD, is a current phenomenon affecting children’s mental health. The condition impairs the ability to recognise and control behavioral responses relating to inattentiveness, hyperactivity and impulsiveness. Consequently, children with ADHD may fidget, lack concentration and impatience, and be prone to interrupting conversations which in turn results in difficulties engaging and acting appropriately in given situations (NHS Choices, 2014). ADHD is prevalent worldwide, yet within Western civilisations, such as the UK and particularly USA, the number of cases have rocketed to a level where approximately 3 children in every classroom have the disorder (Green et al, 2004).

Children who are diagnosed with ADHD have been shown to have slight differences in brain function in comparison to their peers, especially with those thought processes that control attention and organise memory (Kids Matter, 2014). Forness and Kavale argue that a student’s success in the classroom is often dependent on their ability to focus on tasks and teacher and classroom expectations with minimal distraction. Such skill enables a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions (Forness and Kavale, 2001). Diagnosis of ADHD is not straightforward. Any one clinical or laboratory test is not sufficient evidence to concur a diagnosis. To make a diagnosis, a mental health professional needs to undertake a number of assessments, including the child’s progress through early development, any prior experience of trauma or ill health, family circumstances, learning and school behaviours (Kids Matter, 2014).

Give the fact that many children (and adults, for that matter exhibits some level of the symptoms of ADHD (i.e., inattention, impulsivity, or over activity), what approach could be used to ensure that children are appropriately identified with ADHD?