Students With ADHD

Children with ASD sometimes present aggressive behavior, self-injurious behavior and tantrums that impede their ability to learn in an educational environment (home school). Sometimes medicine is used in an effort to calm the child to the point where they are able to learn in an educational environment. It is recommended that behavior therapy be considered as the first course of action. Doctors recommended Risperdal for Marginee` inability to relax. Risperdal is also used for treatment of irritability in children with ASD. For example, children that struggle with aggression, melt downs (tantrums) and self- injury. Though Marginee` did not take any other medications, there are other medication available to children with autism. For example, Zyprexa, which is used for treatment of aggression and serious behavioral, Prozac and Zoloft, are used for treatment in depression and obsessive-compulsive disorder. All medicines have to be monitored due to various side effects.

To add to that, the research that has been conducted on the disorder has led to a variety of effective treatments. According to the National Institute of Mental Health (NIMH) (2014) the most widely used medication is a stimulant. There is a wide variety of stimulants available for ADHD subjects. Although, with these stimulants come side effects including sleep problems, decreased appetite, anxiety and other diverse uncommon side effects (NIMH, 2014). Stimulants tend to calm children with ADHD. However, these medications can be detrimental to the patient in many ways. Certain medications have been subject to abuse, including Adderall and Ritalin. These medications are in some cases abused by patients who are over diagnosed. Since these patients do not have the disorder they can feel the side effects and use the drug to achieve a certain kind of high. When using these drugs for non-medical purposes they can seem to replicate the effects of cocaine

I began my employment with the New York City Department of Education in September of 2005. Through my experience and training as a Paraprofessional I have experienced many aspects of grammar school education. Most of my assignments through the years have been with an elementary school child diagnosed with Attention Deficit Hyper Activity Disorder (ADHD).

While working in a school setting, I’ve worked with many different students. Upon working with these students, I have noticed that many of them have different psychological, physical, and social experiences because of their diagnoses. Many of the students receive Individualized Education Programs (IEP) to assist them within the classrooms. Depending upon the progress within the modifications made, many students receive more assistance through positive behavior support plans. Within my experience in urban settings, I noticed that many students with IEP plans or behavioral issues are easily diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Due to cultural, lifestyle, and value differences many students with behavioral problems have

ADHD is a very common problem in children and adolescents. Application of this concept to children behavior occurs, in addition to hyperactivity, concentration difficulty and learning problems. Also, they cannot avoid inadequate behavior and are immature for their age. This condition has increased approximately 3% between 1997 and 2006. Data related to diagnosis indicated that 11% of four to 17 year-olds had behavioral issues related to ADHD. Out of that 11%, 8.8% were diagnosed, and 6.1% received medicament for ADHD (Felt, Biermann, Christner, Kochhar, and Harrison, 2014).

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.

Children with attention-deficit/hyperactivity (ADHD) disorder are normally at risk for other disorders such as conduct problems. In fact, ADHD is one of the most robust early predictors of conduct problems. (Lahey, McBurnett, et al., 2000). These conduct problems can turn into adverse outcomes such as criminality and substance abuse among others. ADHD is defined by the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-V; American Psychiatric Association, 2013) as developmentally impulsive behaviors, inappropriate inattention, and motor activity that cause impairment in social and academic functioning. While little is known about early predictors of the developmental course of conduct problems among children with ADHD, this

Life is full of challenges for the average person, and adding ADHD to that list just makes things even harder. ADHD affects people in every aspect of life. This disorder affects children’s school, family, and social life.

Johnny daydreamed so much that he couldn’t make it through school. Thomas was constantly falling into deep trancelike dreams that had to be shaken to awaken him. Equally problematic were Anthony’s restlessness and verbal attacks on the other students. Amber, too, was unable to stop talking and seemed as if she talked on and on. Marcus experienced school problems, because of his constant moving and high energy. These situations are the countless examples that are common to many children suffering with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD tend to be more creative and seem to possess a more unique way of thinking, but they also struggle with being able to focus on one task at a time, which, as you know, is one

In the video, when Jeffery was having the drawing task, he desired to play with his toys. At that moment, he cannot determine the priorities between tasks and games. It can be observed that he tried to multitask both actions, also is able to response to different simultaneous at the same time. Based on the multimode theory, normal people can choose to select one message over another at different points according to the level of importance. Normal people have flexible divided attention so as to do more than one task at the same time. They can also ignore the information that are not relevant. Although ADHD children have the ability to multitask, it cannot function in an efficiently way. For example, Jeffery could not judge to pay more attention

Stimulant medication is the most common treatment for children with ADHD, although many stop taking the medication during adolescence (Meaux, Hester, Smith, & Shoptaw, 2006, p.215). The purpose of the study on the effects of stimulant medications was to get a better understanding of how and why children and adolescents with ADHD choose to take or not to take prescription stimulant medication throughout their developmental years (Meaux et al., 2006, p.215). This study had 15 volunteer college students with ADHD who participated from a University in Arkansas (Meaux et al., 2006, p.215). The investigators obtained the participants through advertisements placed around the school in specific locations such as student health services and disabilities office as well as through teachers promoting the study (Meaux et al., 2006, p.215). In order to participate the student had to be 18-21 years old, have been diagnosed with ADHD before high school and currently live independently from the parents or caregivers (Meaux et al., 2006, p.215). The study was conducted through semi-structured interviews and demographic

Most often, parents do not realize there is something different about their child until he or she has entered a formal classroom environment, where sitting still and paying attention is expected. Children who are diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) have multiple symptoms that manifest in early childhood. Symptoms for inattentiveness include: careless mistakes in schoolwork, inability to focus on tasks, not finishing tasks when started, easily losing things, distractibility, and forgetfulness. Hyperactive symptoms include: fidgeting, squirming, not staying seated when expected, impulsivity, running, jumping and climbing when it is not appropriate (Kerig & Wenar, 2006). According to the DSM-V, children must meet at least six of the diagnostic criteria in either the inattentiveness criteria or the hyperactivity/impulsivity section and the symptoms have to persist for a minimum of six months in order to be diagnosed with ADHD. However, research suggests that symptoms that persist for 12-months would be a more appropriate time period for diagnosis of ADHD in preschool age children (Kerig & Wenar, 2006). Another assessment is usually done in order to evaluate the severity of ADHD symptoms. The most frequently used scales are the Connor’s scale, the SNAP-IV scale, and the ADHD Symptoms Evaluation scale (Chutko et al., 2010).

Staff, teachers, and school personnel lack the ability to determine a diagnosis of a child having ADHD or giftedness. Staff have less training on this subject which causes work in the classroom to become more difficult. Increased activity, lack of attention span, difficulty completing certain tasks, and response to questions decrease are just a few forms teacher may signal from students in their classroom. Teachers are to watch their students closely to see if the students attention fade where they may need to refer the student. ADHD is not uncommon of a misdiagnosis that may be cause by other conditions from the classroom to the home environment. Attention spans are where teachers can see there is a potential issue with the particular

Numerous studies have been conducted regarding students who are diagnosed with ADHD. There is a vast assortment of different topics that can be tied into the study of students with ADHD. Sánchez-Pérez and González-Salinas (2013) state how children who are diagnosed with ADHD will face challenges both socially and academically that can affect the classroom community and/or learning environment. One could desire to learn more about this topic since this condition is very common amongst elementary school students and is a constantly evolving topic, especially for an author who is diagnosed with a variant of the condition who wants to learn more about the effects it has on academic learning. This paper examines how students with ADHD are