PSY 410 Week 3 Neurocognitive and Neurodevelopmental Paper

ADHD Research Attention deficit/hyperactivity disorder (ADHD) is a disability in which children consistently show one or more of the following characteristics over a period of time. (1) Inattention, (2) hyperactivity, and (3) impulsivity (Kirst-Ashman, Zastrow 2004). Children who are inattentive have difficulty focusing on any one thing and may get bored with a task after only a few minutes. Children who are hyperactive show high levels of physical activity, almost always seeming to be in motion. Children who are impulsive have difficulty curbing their reactions and don’t do a good job of thinking before they act.

Attention deficit hyperactivity disorder (ADHD) is the most common neurological disorder and is mainly diagnosed in childhood, although it can carry on into adulthood. ADHD often occurs in more in males than females. A child with ADHD might daydream, forget or lose things, fidget, talk too much, and having trouble socializing. School can be very challenging for a child with ADHD. A child with ADHD may have trouble concentrating in school, have difficulties reading and writing, and have trouble making friends and socializing.

The neurocognitive disorder is not attributable to another medical condition and is not better explained by another mental disorder.

Much research has supported the fact that there is brain structure differences in individuals diagnosed with FASD (Nunez, el al 2011). Research into the brain of individuals has discovered abnormalities in the volume and thickness of the frontal lobes (Nunez, el al 2011). This results in impairments in attention, working memory, and executive functioning that can be traced back to the frontal lobes (Nunez, el al 2011). In addition researchers have also found smaller volumes of basal ganglia, which is a group of nuclei associated with motor control and learning (Nunez, el al 2011). Furthermore, caudate nucleus, which is inside the basal ganglia has also been found to be smaller in individuals was FASD (Nunez, el al 2011). Caudate nucleus is associated with mental flexibility and behaviour inhibition (Nunez, el al 2011). The hypothalamus, which is most responsible for its link with the nervous system was also found to be smaller in individuals was FASD (Nunez, el al 2011). Moreover, the thalamus was also found to be of smaller volume and is responsible for relaying motor and sensory signals to the cerebral cortex (Nunez, el al 2011). Luckily studies have also found that the hippocampus, which required for the formation of memories was left relatively normal (Nunez, el al 2011). The most affected area has been pinpointed as being the anterior vermis, located inside the

According to the Diagnostic and Statistical Manual of Mental Disorders 5TH Edition (2013), Neurocognitive Disorders (NCDs) are a group of disorders with primary clinical deficit in cognitive function that has not been present since birth or very early life. These deficits represent a decline from a previous level of functioning. Disorders can range in severity level of cognitive impairment being major or mild neurocognitive disorders. Impairment can occur in the following domains: Complex attention, Executive functioning, Learning and memory, Language, Perceptual-motor, and Social cognition. Prior to the

Attention Deficit Hyperactivity Disorder is a neurological disorder that not only the diagnosee, but everyone in their life both directly and indirectly. Furthermore, if you look at this topic in a critical thinking manner it is easy to recognize the implications it has on society as a whole. Since my area of concentration is Human Services, I found this topic relevant. Any issue that has an impact on society, is relevant to Human Services professionals. Above and beyond the society piece, professionals that work within my area of concentration will most likely work directly with children that have ADHD or with clients

Attention Deficit Hyperactivity Disorder, abbreviated by ADHD, is a common behavioral disorder that affects roughly 10% of adolescent children. Though the reasoning behind causes for ADHD is not completely understood, it has been found that males are much more likely to be diagnosed, opposed to their female counterparts. ADHD causes children to act without thinking, hyperactivity, and trouble focusing (Harpin, 2005, p.i1). These symptoms can range from severe to not as severe, and due to this ADHD is split to three levels to fit each child’s diagnosis.

Langberg, Epstein, Urbanowicz, Simon, and Graham (2008) is in agreement with Smith et al. (1998) that children with ADHD will display off tasks, impulsive, and disruptive behaviors in the classroom (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, Raggi and Chronis (2006) state that academic difficulties for children and adolescents with ADHD include failure to complete homework, poor comprehension of material, poor study skills, low test and quiz grades, poor preparation for class, disruptive behavior, peer conflict, and conflict with teachers (Raggi & Chronis, 2006). Adolescents can also experience new sets of problems due to physical and social maturity such as automobile accidents, traffic tickets, difficulty in romantic relationships, vocational problems, and substance use and abuse (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Although these problems usually do not occur until high school, these negative outcomes usually start in middle school (Evans, Timmins, Sibley, White, Serpell, & Schultz, 2006). Children and adolescents with symptoms of hyperactivity can have an effect on their academic functioning such as difficulty staying seated in the classroom; excessive fidgeting; greater touching of objects; and playing noisily (Raggi & Chronis, 2006). Negative consequences can occur because of hyperactivity such as increased discipline and negative teacher attributions in the classroom and lower

They are constantly moving, squirming and fidgeting as a result, may be physically clumsy and awkward. Their clumsiness may extend to the social arena. The causes of AHHD are not known however, it appears that heredity plays a major role in the development of ADHD. The drugs used to treat ADHD are Cylert, Dexedrine, and Ritalin and although the exact cause of ADHD is not known, an imbalance of certain neurotransmitters, the chemicals in the brain that transmit messages between nerve cells, is believed to be the mechanism behind ADHD symptoms (ford 2). If ADHD is not treated and left undiagnosed children may have serious problems as they grow older. ADHD negatively affects a child's social and educational performance and can seriously damage his or her sense of self-esteem. They may be perceived as slow learners or troublemakers in the classroom people may think of them as outcasts. Siblings and even parents may develop resentful feelings towards the ADHD child (Ford 6). The social impact on a child with ADHD can affect them in ways people don't understand and parents, teachers and other students should be a role model to ADHD children because if they are demonstrating appropriate behavior then the child imitates and looks up to them.

“ADHD: we think more things before breakfast than most people think all day” (“We Think…, 2012). “Neurodevelopmental disorders are a group of disorders in which the development of the central nervous system is disturbed. These disruptions can include developmental brain dysfunction, which can manifest as impaired motor function, impaired learning, impaired language or non-verbal communication” (“Neurodevelopmental disorders,” 2015). A specific type of neurodevelopmental disorder,

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

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.

The following paragraphs discuss the PROMs that will be used in this study more in depth. In addition, a number of neurocognitive tests have been selected to comprehensively evaluate the patients’ cognitive status by testing certain neurologic domains. CRFs are collected for each patient prior to the onset of the treatment and during follow-up. Examples of the PROMs, neuro-cognitive tests and CRFs can be found in the appendix. The tests are physically non-invasive and consist of paper and pencil

In the article “Academic and social impairments of elementary school children with Attention Deficit Hyperactivity Disorder”, written by McConaughy, Volpe, Antshel, Gordon, and Eiraldi (2011), a study was done to look at impairment in social behavior and academic performance from elementary school age children with Attention Deficit Hyperactivity Disorder (ADHD) versus children without ADHD. The main purpose for clinical and medical based evaluations on children with ADHD was to identify the core symptoms of what ADHD looks like, including inattention, hyperactivity and impulsivity in order to a make a proper diagnosis. Children

This article talks about the different types of neurodevelopmental disorders that children could have. Some of the disorder is attention-deficit/hyperactivity disorder also known as (ADHD), autism, learning disabilities, cerebral palsy and etc. ADHD is a disruptive behavior disorder which has symptoms of inattention. Autism also known as autism spectrum disorders is disability that affects the communication and behavioral impairments. Learning disability is a neurological disorder that affects a child process, response to information and the information that they receive. This article is important because it explains the different types of neurodevelopmental disorders.