Intervention Selection For Adolescents With Attention Deficit Hyperactivity Disorder

It is understandable for parents who have children who live with ADHD to have concerns about their children’s health. Practitioners inform that even though there is no cure for the health condition, there are several interventional strategies that can be used to help children who live with the condition to lead a happy life. It is upon every person who surrounds the child with ADHD to ensure that they offer any necessary intervention to help the situation.

The American Medical Association (AMA), American Academy of Pediatrics (APP) Guidelines and Evaluation for the Child with Attention Deficit Hyperactive Disorder are tools used in conjunction with American Psychiatric Association’s (APA) Diagnostic and Statistical Manual-IV (DSM-IV). The criterion used is specific to appropriately diagnose ADHD ensuring a national standard. During the medical practitioners evaluation the following are measured against the DSM-IV criteria [but are not limited to], age symptoms began, length of symptoms, occurrence of symptoms in multiple settings etc (cdc.gov).

“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).

It is then presumed that assessment-based interventions are to be more effective as well as time efficient than trying strategies on a trial and error basis (DuPaul et al, 2011). It was determined that more research is needed in regards to the functioning of secondary students with ADHD.

“Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011” (Data and Statistics); this statistic was taken in 2011. Attention Deficit Hyperactivity Disorder is a problem in which a person is unable to focus as well as others. They can have strong impulses that they are not able to handle and they can be hyper as well. There are a variety of types of ADHD and teens who have it may be affected by it in different ways (they may be hyper or inattentive). This is a common problem in teens and children and it has a large impact in school. Teens with ADHD are affected in school through their social and academic lives. Although these teens may be seen as annoying at times for their constant need for

Attention-Deficit Hyperactivity Disorder (ADHD) is often seen in children of preschool age to twelve years of age. This disorder is a neurodevelopmental disorder that causes one to have excessive amounts of hyperness and difficulty focusing. This disorder not only affects the child, but also the family and educators. While mainly treated with drug therapy, new forms of treatment are forming and promise to become successful (Ghuman, 2017).

(Barkley, 2002). Child training intervention target on a step-wise method in completing an assignment through building method from adult verbal instructions to self explanation followed by appraisal of children performance.

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,

Attention Deficit/Hyperactivity Disorder (ADHD) is commonly diagnosed in childhood and affects approximately 5% of children worldwide (5th ed.; DSM-5; American Psychiatric Association [APA], 2013). Once thought to be a disruptive behavior problem, it is now believed to be a neuropsychological disorder that results from abnormalities within the brain and manifests as functional deficits (Barkley, 1997). These deficits result in symptoms of inattention, hyperactivity, and/or impulsivity. Current diagnostic criteria for ADHD include 18 symptoms that are defined by these three core clusters (APA, 2013). ADHD usually manifests during childhood, however it persists into adolescence and adulthood in an estimated 35%-70% of cases (Adler & Cohen, 2004; Barkley, Fischer, Smallish, & Fletcher, 2002; Kessler et al., 2005) and affects approximately 2.5% of adults worldwide (APA, 2013). The prevalence of adult ADHD is estimated to be between 4% and 5% in the United States, amounting to approximately 9.4 million adults (Faraone, Spencer, Montano, & Biederman, 2004).

The subject for the behavioral assessment is a seventh grade 14-year-old male who has a distinct behavior that contributes to his poor performance in my English language arts class as well as other classes. This behavior is a lack of active participation that results in recurrent off-task behaviors, not turning in assignments on time or at all, and a lack of motivation and effort. This student is repeating seventh grade and is continuing to perform poorly. He has been diagnosed with attention deficit/hyperactivity disorder (ADHD), but is currently not on medication and does not have a 504 plan in place. ADDitude Editors (2009) express, “a child with…(ADHD) can focus intently (also called “hyperfocusing) on certain activities — playing video games, for example. But when it comes to schoolwork, she has a hard time staying on task.” It seems that this student’s ADHD is a sizeable contributory factor in his inadequate achievement.

The average third grade student worries about having the coolest pencils, making a sports team, and what they’re having for lunch. Unfortunately, children with attention deficit hyperactivity disorder (ADHD) don’t have it so easy. Daily life in and outside of the classroom can be extremely difficult for such children; however, there are ways to help. The drug Ritalin helps elementary aged male children with ADHD improve test scores by allowing them to focus in the classroom and concentrate on schoolwork (Bronson).

ADHD, or attention deficit hyperactivity disorder, is a behavioral condition that makes focusing on everyday requests and routines challenging. American Psychological Association (2016) Another part to this disorder is ADD, or attention deficit disorder, which is just like ADHD, except it doesn't cause hyperactivity. Although there is no information on what the specific cause of these disorders are, it is said that Attention Deficit Hyperactivity

Attention-deficit/hyperactivity disorder affects 11 percent of school children, according to CHADD. This disorder causes children as well as adults to be inattentive when working or talking because of their high-functioning brain. This usually hinders the completion of daily tasks and takes a big part in how they live their everyday lives and the certain modifications they have to make to be successful with their daily tasks. Most parents think that their child needs to be put on medication because they will not listen or cannot pay attention to anything, but in most cases, little kids not listening is normal. This disorder affects mostly boys, and it is less likely for adults to be diagnosed

Only ten years ago, many people didn’t know there were such things as Attention Deficit Disorder or Dyslexia, and, if they did, they didn’t believe they were to be taken seriously. Learning disabilities are becoming more and more common in children and adults. Currently statistics indicate that: 2.4 million students are diagnosed with learning disabilities, with as many as 1 out of every 5 people in the United States having a learning disability and almost 1 million young people (ages 6 through 21) having some form of a learning disability and receiving special education in school. And, though none of these disabilities are threating, they are most definitely life changing.