Prospectus: Using Whiteboards with Instructions to help Students with ADHD to Close the Gap.
Problem Statement In this section I will be focusing upon some the important concerns that prevent students with ADHD from achieving success in closing the gap. Some of these concerns are based upon children that have a current diagnosis with prescriptions for stimulants, like Ritalin or Adderall that can improve the lives of those with ADHD. However, this can also lead to addiction, anxiety and psychosis (NIH, 2011, para2-3). These disorders are common childhood brain disorders that can continue through adolescence and adulthood. The symptoms include problems staying focused and paying attention. Also, children may have issues with managing
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Dr. Fabiano examined 174 studies along with his co-authors Pontifex, and DuPaul, about behavioral treatments in 114 papers. The treatments fell into three broad categories, such as parents, teachers, and therapeutic analysis (para. 2). For example, parents are considered a very helpful support for these children, because parents know their children and are able to provide behavioral support for their children in classrooms. Parents understand how to get their children to pay attention to instructions so they can learn skills. Also, teachers were provided with effective behavior strategies help students perform better in classrooms (Clay, 2013, p. 44). 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. When students with ADHD are not able to connect to instructions concerning subject skills they are usually; they do not focused or participate in the subjects. Most
Young children are being over diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a medical condition/learning disorder that affects how well someone can sit still, focus, and pay attention. According to the American Psychiatric Association (2013), ADHD is characterized by a child having difficulty paying attention, excessive activity, and impulsivity (acting before thinking). ADHD is also one of the most common child psychiatric disorders. In November 1998, it was reported by the National Institutes of Health on ADHD that there is also no independent or valid test that will determine if a child has ADHD, there is also no data to indicate that ADHD is due to a brain malfunction (Johnson, 2000). “Confusion still exists with respect to the origin of this disorder” (Jody Sherman, 2006, para. 1). This task has been put in the hands of the school officials to notice these problems in children. However, the school officials do not have a medical background yet seem to be diagnosing children daily.
From the research, children with ADD/ADHD seem difficult to control and teach. It has been discovered that these children act different in home and school. At school, they have difficulties sitting still for a long time, blurting out, distracting others, and completing assignments in a timely manner. Joined with other children in the class, the teacher is unable to give them the one-on-one time that is needed to make sure everyone succeeds, academically. Most of the time, preschools children with ADD/ADHD fail their grade and do not learn the required information in education because of the common disorder that takes over their body and mind.
Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).
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
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.
Attention Deficit Hyperactivity Disorder is a well-known problem across the world. The most controversial topics when it comes to ADHD are the drugs used to treat the disorder. It is commonly known that ADHD represents something along the lines of “one is too hyper and cannot pay attention”, but that doesn’t mean they should be forced to take a medication that will potentially affect their well-being for the rest of their life. The mind of a human being is a beautiful and fragile thing, drugs should not be used for those who struggle with ADHD. The school system does not treat those with ADHD in learning environments correctly. Those who have been
Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the
“Every child’s needs are specific, and even if they share the same diagnosis as another student, that’s surely no guarantee that they will learn or relate in the same way.” (5, para. 21) In order for ADHD treatment to be effective, it must include a combination of counseling – individual or family- education, and behavioral therapy (2). A treatment plan that combines behavior management exercises and medications are the most effective interventions for ADHD children, adolescence, and teenagers, but they should always begin the treatment with behavior interventions – not medication (2;4).
Some students have major difficulties in life when faced with Attention deficit hyperactivity disorder, or more commonly referred to as “ADHD” , although if recognized early by noticing symptoms this disorder can be properly treated and contained causing minimal troubles for the victim. ADHD will distinguish itself commonly at an early age. There are exceptions to this with ADHD in adults. Some people can go years without noticing their disorder. These people in particular fall to the devastating effects of this disorder. They do have the power in their
Attention deficit hyperactivity disorder (ADHD), is a neurobehavioral disorder that affects school aged children with a high degree of inattention, excessive hyperactivity, impulsivity or a combination of any of these. In order for a child to be diagnosed with ADHD, there must be two different environments in which the child has displayed his or her symptoms and it must occur before the child is twelve years of age (Halter, 2014). Children have a high comorbidity level with developmental, learning and psychiatric problems. There are three types of ADHD; inattentive type, hyperactive-impulsive type and combination type. With inattentive type the child displays disorganization, is unable to complete tasks, becomes easily bored, and
Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.
It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who
Attention-Deficit/Hyperactivity Disorder, also known as ADHD, is a commonly diagnosed childhood disorder characterized by impulsivity, inattention, and hyperactivity. Eleven percent of all children between the age of four and seventeen, or 6.4 million American kids, have been diagnosed with ADHD, according to a New York Times report. The symptoms of ADHD affect cognitive, behavioral, emotional, and social functioning. Conventional treatment usually consists of behavioral accommodations and medication, with stimulant medication most commonly being prescribed. Concerns about side effects and questions regarding the long-term safety of pharmacological treatment, as well as personal preference to avoid stimulant medication, has led many parents
The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to
ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a