Natalie's Functional Assessment Paper

We see the child perform poorly in school. We suspect a child as a bad child. But until we identify and assess the inappropriate behavior we will never have an answer. ADHD Institute (2016) states, “Diagnostic and Statistical Manual of Mental Disorders – 5th edition or International Classification of Mental and Behavioral Disorders -10th revision classification system outline steps of assessment before regular testing on symptoms by a physician. Hallowell (2009) states, “The validity of the test is observation and consideration of difficulties that comes or happens with ADD such as withdrawal, drug use, or family drama. WebMD (2015) states, “Diagnosing of ADHD starts after identifying the symptoms everyday for 6 months or more on children and adults and if the difficulty of the behavior happens anywhere than the individual should be evaluated as follow: 1. Primarily Inattentive: 2. Primarily Hyperactive: 3. Combined subtype. Additionally, a full physical exam, vision and hearing tests are recommended. Also, a noninvasive scan that measures theta and beta brain waves called the Neuropsychiatric EEG-Based Assessment Aid (NEBA). It has approved by the Food and Drug Administration with recommendation of a complete medical and psychological exam for age 6 to 17. American Academy of Pediatrics (AAP) guidelines (2011) cited by Center for Disease Control (2016) states the use of behavior therapy is highly recommended before any medication

Attention Deficit Hyperactive Disorder (ADHD) is a neurobehavioral development disorder among children. In the United States there are at least 2 million grade school children that are diagnosed with the disorder (Dupper, 2003). ADHD is determined to be one of the most common development disorders in children (Barlow & Durand, 2009). This paper will discuss the different aspects of ADHD, its symptoms, common traits, and the known treatments being used by clinicians. Moreover, the paper will also touch on the important things to consider when dealing with ADHD, particularly in the area of social work. By doing so, it will determine why social work should be an integral part of the diagnosis and

An evaluation of a child with ADHD includes multiple assessment techniques. The main goals of the assessment are:-

She is able to do things such as get ready for school, bathe, feed herself and use the bathroom with no assistance. She is behind in academics, and is currently working at a third grade level, while she is in fifth grade. She often gets along with peers and staff but displays aggressive behavior at home. She has trouble following multistep instructions. (Scores are written below.)

Although many more chronical illnesses are discussed in the DSM-V, one of the most recurrent ones, especially among children, is Attention Deficit Hyperactive Disorder. ADHD, as it’s commonly known, is among few others, one of the most diagnosed mental disorders in the United States. Moreover, its prevalence is, by a great margin, high among males rather than females, and the usual identification age varies from the time in which children enter preschool to when they reach twelve years’ old (Ronald J. Comer). It is vital that symptoms for such disorder are identified correctly within a short time frame, for ADHD is known for stunting a child’s academic and behavioral development. For a successful ADHD diagnosis, several elements must be present, and prevalent in a child for at least six months. Such include, disorganized thoughts, feelings, or actions, inability to maintain attention, fails to carry out instructions or finish tasks, dislike or avoidance to perform mentally effortful work, excessive talk, constant movement and a recurrent pattern of disobedience, among others. At least six of these symptoms must be shown throughout a continuous period of six months or more in a manner that is maladaptive and beyond that shown by most similarly aged persons.

Attention deficit/hyperactive disorder, also known as ADD, ADHD, or AD/HD, is a neurobiologically-based development disability. Since ADHD was acknowledged as a mental disorder, it has been divided into three subcategories: predominantly combined type, predominantly inattentive type, and predominantly hyperactive-impulsive type (Charach). Predominantly combined type is the most prevalent of the three, showing signs of all three of the dominant components. The three dominant symptoms of the disorder include inattentiveness, hyperactivity, and impulsivity. When a child is “inattentive”, they are usually described as having a short attention span and distractible. Signs of inattentiveness can include difficulty starting a task, failing to pay close attention to detail, failing to

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

ADHD/ADD (Attention-deficit/hyperactivity disorder) is a prolonged condition including attention exertion, hyperactivity, and impulsiveness. Children with ADHD/ADD usually are in constant motion squirm and fidget, do not seem to listen, have trouble playing quietly, often talk excessively, interrupt or intrude on others, are easily distracted and do not finish tasks [1]. Though, sometimes some children are misdiagnosed. There are also cases where doctors assume a child has ADHD when in reality they do not. This essay will cover an experience with a friend who was diagnosed with ADD with their result and how is ADHD real.

The National Institute of Mental Health (2016) describes Attention-Deficit Hyperactivity Disorder (ADHD) as a neurodevelopment disorder that has an effect on someone 's functioning or development. ADHD affects the way someone functions because of the chronic conditions of inattention and hyperactivity-impulsivity. However, it is possible that while some people with this neurodevelopment disorder experience both hyperactivity and inattention, that others may only experience one of the behaviors. Although Attention-Deficit Disorder (ADD) is not a term used in the medical field anymore, I will still explain the difference. ADD is a type of ADHD that is also a brain disorder that has an effect on someone 's functioning, but without the hyperactivity or impulsivity behaviors (Kinman, 2015). When a student has the symptoms of inattention and hyperactivity associated with ADHD and ADD, then it may cause learning challenges in the classroom that will impact their academic success. Therefore, it is crucial for teachers to know and understand how to identify ADHD in their students, what to do when they suspect that one of their students may have ADHD, and what teaching strategies will be beneficial to that student.

show her educational growth in school as she uses her knowledge to advance herself by

The case study depicts Sally as a happy and well-adjusted fourth grader. Sally is described as having several strengths in the classroom, one being that she is very social and “popular” among her classmates, particularly enjoying dramatic play and other imaginative activities. Other strengths of Sally are a love of books, reading, and spending time in the library. She seems like a very motivated learner, and seeks out opportunities to read with her older brother. Some of Sally’s weaknesses in the classroom appear to be her “activeness” in the classroom. It is noted in the class scenario that Sally, at times, interrupts during class time and exhibits “fidgety” behaviors, such as, chewing on her sleeves

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder prevalent among 5% of all children that affects their behavior, concentration, or academic functioning (Comer, 2016, p.477-479). An individual with a neurodevelopmental disorder is affected by a “group of disabilities in the functioning of the brain that emerge early on during birth or early childhood,” which can significantly impact his or her life into adulthood (cite). Most of the research to date suggests that ADHD has a higher prevalence in males, with 70% of boys diagnosed with ADHD before 12 years of age (APA, 2013, Menkangas et al., 2001, p. 480). DSM-5 specifies that symptoms must be present in two settings, symptoms such as difficulty and inattention to tasks, hyperactivity, and impulsivity. The disorder is characterized by persistent behavior that they have difficulty concentrating, excessive talking, easily distracted, disorganized, overly active and act on impulsive behavior, which symptoms often feed off on one another (Comer, 2016, p. 480). However, studies conducted on symptom presentation of ADHD in females have shown that girls have a different symptom presentation for ADHD and are often undiagnosed or overlooked by clinicians. Moreover, girls are as equally prevalent to ADHD but differ in symptom presentation which makes diagnosis difficult to identify during early childhood. In fact, some girls do not display characteristics or deviant

Still, an adequate comparsion between prevalence studies is hindered by the lack of universally agreed definition and, consequently, criteria for establishing the diagnosis. Thus depending on the sensitivity of the diagnostic procedure the prevalence may vary

Investigation of the condition: This is mainly dependent on clinical symptoms and exclusion of other

Her daily life in school shows all signs of ADHD as she struggles to become part of the society through that learning institution. At the school, she studies various subjects that include dance, music and art. ADHD has three major subtypes that include predominantly hyperactive-impulsive, predominantly hyperactive and combined hyperactive-impulsive ad inattentive (Selikowitz, 2009). For this case, Kylie suffers from combine hyperactive-impulsive and inattentive subtypes. She exhibits characteristics of all three deficits.