Conners 3rd Assessment Summary

Pre-test assessment of behaviour of ADHD children was assessed by Conner’s parent rating scale and Conner’s teacher rating scale.

Carbone’s rationale for his research begins with his knowledge that students with ADHD do not have a mental retardation, but the disorder holds them back from grasping important information being taught when they behave inappropriately or are mentally detached during a lesson. Evidently, he says these psychological facts prove that teachers now have to work more on a student’s strengths rather than do nothing for a child who will grow to have a worse condition. Carbone believes that too often, teachers make changes in the classroom after a child’s inattention has caused him or her to fall significantly behind. The article recognizes the increasing importance of teachers being prepared for the likelihood that

This particular study focused on children in the third grade who all had a diagnosis of ADHD. The study was completed in the city of Isfahan in Iran. The study included a sample of 60 students who were chosen at random. The 60 students were split into four groups, which included three experimental and one control group. Each group included fifteen male students. Before the study began, the researchers used Conner’s parental rating scale to ensure that each student had a diagnosis of ADHD. Each student’s parent signed

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that diminishes an individual’s ability to control impulsive and hyperactive behavior. ADHD is prevalent in school age children who ranges between four and seventeen years of age. Its symptoms range from fidgeting, short attention span, boredom, mood swings and hyperactivity. The study examines the relevance of the topic in educational studies as well as best pedagogical practices that should be adopted by educators to ensure that the needs of all students with ADHD are met. Also known as a highly controversial disorder because of how it should be categorized and treated. It still continues to have an enormous impact on the academic and social success of children within schools.

According to DSM-V inappropriate levels of inattention, hypersensitivity and impulsivity mark Attention Deficit Hyperactivity Disorder (ADHD). It is the most commonly diagnosed childhood disorder and is also the most misunderstood. Significant difficulties in the areas of academic, psychological, social and interpersonal development make life challenging for developing individuals with ADHD. From childhood to adolescence more problems occur in academic areas whereas transition into adulthood leads to more problems social and interpersonal areas. Males are two to four times more likely to be diagnosed with ADHD than females (Schmidt & Petermann, 2009). Developmental delays are 2 to 7 times more common in children with ADHD than in normal children

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).

First, it is important to understand ADD and ADHD and how they can be identified. Within the classroom, a teacher may encounter a student who constantly squirms in their seat, stares out the window, and has a desk that is a complete mess. These are not poor students who do not care about school and learning. Often these students may be undiagnosed cases of Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. These students can often be disruptive to themselves and the students around them, which causes serious educational problems. For this reason it is important for these students to be identified and to have their condition treated. Also, if untreated for a long period of time, the

According to statistics 11% of children 4-17 have been diagnosed with ADHD at one point in their life. In 2003 that estimate was only 7.8 percent. Boys are three time more likely to have been diagnosed with ADHD than girls (5.6 percent). In adults the rate is much lower 4%. Over the years the ADHD rates are seemingly increasing. ADHD includes a common factor for all of those who test positive from 3 to 5% of the school-age population is referred in any given year, 92% of those referred are tested, 74% of those tested are placed in special education. Numerous practices in the typical general education classroom conflict with known effective interventions for students with special learning needs. Undifferentiated large-group instruction appears

I. Students today with behavioral issues, like ADD and ADHD, are plagued with a wide variety of issues that disrupt their ability to concentrate in school and socialize well with other children and adults. A. ADD and ADHD are serious issues that many students face on a daily basis. 1. According to the research, students with such behavioral issues "may have difficulty concentrating on schoolwork, frequently interrupt conversations or activities, and have difficulty remaining seated when required to do so," (DuPaul & White 2004). 2. The symptoms vary from individual to individual, therefore making the condition often both hard to diagnose and treat appropriately with limited treatment strategies. B. The number and variety of behavioral issues are often quite different between one individual to another. 1. Individuals can have a variety of symptoms that stem from their conditions, including inattention, hyperactivity, excessive talking, interruptive behaviors, challenging behaviors, and more (U.S. Department of Public Health and Service 2012). 2. This makes a single approach or strategy to the treatment of the behavioral disorder often ineffective or unable to address all over the wide symptoms exhibited by the students in question. II. Often times, one strategy used alone, and not in conjunction with another strategy, does not address all of the problem behaviors exhibited by students with behavioral

The most commonly diagnosed mental condition in children is Attention-Deficit/ Hyperactivity Disorder (ADHD) (LeFever, Villers, Morrow, & Vaughn, 2002). Unfortunately, children with ADHD are more likely than other children to experience negative outcomes in school. According to research by Loe and Feldman (2005), these children are more likely to receive bad test grades, twice as likely to repeat a grade, and 2 to 4 times more likely to receive low academic grades such as C, D, and F. In addition, experts have found that in the long run, children with ADHD have significantly worse educational, occupational, economic, and social outcomes as adults.

The Attention Problem scale assessed behaviors that may indicate the child is easily distracted and unable to concentrate for a long period of time. Matthew’s self-report of his attention was within the Average range (Attention Problems, SRP: T=43), although he indicated that he “sometimes” is easily distracted, has a hard time concentrating and forgets to do things. Mrs. Sluka’s reported that Matthew has no significant difficulty maintaining his attention at home (Attention Problem, PRS: T= 46). Although, Mrs. Sluka endorsed that Matthew “often” is easily distracted and “sometimes” has trouble concentrating.

Attention-deficit/hyperactivity disorder (ADHD) is a standout amongst the most widely recognized neurobehavioral issue analyzed in school-age youngsters.

Descriptive statistics for the principal measures are provided that there were significant group difference between the two groups across all measures of executive function, which was the ADHD group committed significantly more errors in three conditions of the Trail Making test, Color-Word Interference test, the ADHD group was also significantly impaired on the Card Sort test relative to the children without ADHD.

The child had an Attention Defect disorder (ADD), as the classroom teacher confirmed this learning difficulty. The child’s inability to focus and concentrate and distractibility is a main characteristic of the ADD. She had a difficulty in completing her school work, slower cognitive tempo, and an academic underachievement.

Julia is a 16-year-old eleventh-grade student in the Half Hollow Hills High School West. She is educated in general education classes with daily Resource Room support. Her current classification is Learning Disabled. Julia has received special education services since the 2nd grade and was classified in elementary school. Her current test accommodations include extended time (1.5), a flexible small group with limited distractions for the state test, and to start testing in class and finish in the testing room. As per IEP, Program Modification includes special seating arrangements.