Taking a Look at ADHD

I remember watching old home videos of me and my sister and observing the contrast of our personalities even though she’s older than me by just one year.I specifically remember in one of those old tapes, my sister being loud,talkative and outgoing rambling about a bumblebee and me sitting in a corner attempting to pull the phone cord out of the wall.It was evident that I was the more shy and quiet sister.Around age five is when my character started to bloom due to my exposer and love of dance.

Criteria Used in Evaluating Web Resources. (2014, January 1). Retrieved November 5, 2014, from http://unfccc.int/essential_background/library/items/1420.php

Ban, Els Van Den, et al. “Association between ADHD drug use and injuries among children and

doctors prior to making the decision of whether or not to medicate their ADHD children. Capaccio, George. ADD and ADHD. Tarrytown,

Attention Deficit with hyper activity Disorder commonly known as ADHD is classified as a disruptive behavior disorder usually diagnosed in childhood. ADHD is the most commonly diagnosed behavior disorder of childhood. It appears to be more common in boys than it is girls. This Disorder is more common in boys than in girls and approximately five in one hundred children are affected (Busing). There are three subtypes: Predominantly hyperactive-impulsive, predominantly inattentive, combined hyperactive-impulsive and inattentive (most children have the combined type of ADHD)(nimh.nih.gov).The age of onset of ADHD is usually in preschool to early elementary school years.

3. to determine the degree of consistency between the sources and across situations with respect to reports of behaviours associated with ADHD.

ADHD in the school system is a great topic, another argument of interest would be: Should they have ADHD classrooms or should children be mainstreamed into the same class.

Frequently the indications of autistic spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) can co-occur. Previously, in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV), it identified that an ASD diagnosis is an exclusion criterion for ADHD . This reduced exploration of the phenotypical connection amid ASD and ADHD in children. ASD and ADHD both consist of certain phenotypic resemblances, however they are categorized by distinctive analytical measures. The current literature review will inspect the occurrence and inferences of this medical co-occurrence in children, highlighting on the accessible data. The review will

The study titled “Illicit use of Prescription ADHD Medications on College campuses, by DeSantis, Webb, & Noar, (2008) from the Journal of American College Health,” is both quantitative and qualitative in design, because the authors used mass surveys to gather statistics and in-depth interviews to collect personal information.

5% of children are diagnosed with attention deficit/hyperactivity disorder (ADHD). Although the effects of ADHD have been clearly ascertained in psychiatric investigations, origins of the neurological effects of this condition in the human brain are widely unknown. There is conclusive evidence proving neurological anomalies in the human brain caused by ADHD; this evidence includes dysfunction and disconnection in specific regions of the brain, especially the default-mode network (DMN) of the brain, which governs neural activity during cognitive rest outside of an externally introduced task. ADHD suppresses modulation of the DMN, causing it to be active even during cognitive tasks, which hinders attention span, learning, and social aptitude.

Today I went to Sunrise Elementary to observe Ms. Thune’s first grade classroom. The teacher was extremely friendly and has only been teaching for three years. Right away we headed to recess to pick up the students who were patiently waiting in line. It was a class size of twenty first graders and I quickly realized the teacher was super personable! I was surprised right away because the students did not go to their desks, instead they headed towards the big mat on the floor in front of the promethean board. I thought that was a good idea because each child had a lily pad they sat on that was a part of the mat which helped them decipher their space. The whole room was themed around frogs and leaping to learn. When I walked into the room I

This is my story, I grew up most of my life without a father. (lotta tension in the first sentence huh?) he died when I was only 6 by his own hands (and a gun!) so I had to start and finish middle school without him. I was actually pretty tough, I never really learned basic social skills. Not only, did I not learn basic social skills, I was diagnosed with adhd. I never thought it would be much of a bother as I was told that if I just focus and concentrate I can do what I need to do. Later on I was starting to use medication, we had to find the one that would best suit me. We began with Ritalin LA , basically we began using it and noticed that it made me hallucinate. We noticed this when one day, I was sitting at my desk and noticed that my teacher was

My classroom observation took place at the Barwise Middle School during Ms. Yearly’s sixth grade social studies class. There were fifteen students in the class which comprised of seven girls and eight boys. One student in the class was classified as special needs, two students had autism and two ESL learners. The racial make-up of the class was four Hispanic, two African Americans, two Asian, and eight White students. The classroom was medium sized and appeared to be very limited in moving space. There were various charts, graphic organizers, and pieces of student art which covered the walls of the classroom. Words for the week could be seen on the door when Ms. Yeary shut the door after the last student entered. Ms. Yeary’s desk was set in the top left corner of the classroom where all students were able to see and hear her if needed. The classroom was arranged with four tables with four chairs each. When sitting at the tables, the students faced each other. On each table was a container with markers, pencils, blank paper, pens, and a dictionary. The class was furnished with two reference computers, one computer on Ms. Yeary’s desk, document camera, one projector and screen and a small classroom library. There were three windows on the right side of the classroom, providing additional light and a view of the playground.

As I entered the 3rd-period classroom, I noticed the equal division of responsibilities between the general education and special education teacher. The 3rd-period was a math class, so the first half of the class focused on the warm-up which was instructed by Mrs. Ziegler (the special education teacher) while the second half of class focused on the lesson for the day, which was instructed by Mrs. Meckes (the general education teacher). After the lesson, the homework was given out to the students. As the students worked on their worksheets, Mrs. Ziegler, Mrs. Meckes and I circled the room to assist as questions arose. Furthermore, students with special needs were not singled out to receive any additional help. All the students received the same amount of attention. The expectations for all students were consistent with each student being held to a high standard. The students did not regard the teachers as one inferior to each other, but rather as co-teachers. Both teachers

Through this experience, I learned just how important it is to be able to work on your toes because occasionally the students can be unpredictable. Beyond learning to be more flexible, I discovered the importance of seeing past a student’s disability to help them grow as a person because what we do in the classroom will help them learn to be more independent as they get older. Although I learned a lot from my classroom observation experience, I wish I could’ve seen more of the things that go beyond instruction in the classroom. For example, I think it would be beneficial to see what goes on in the