The Behavior Therapy For Children With Attention Deficit Hyperactivity Disorder At School

Attention-Deficit/Hyperactivity Disorder is commonly referred to as ADHD. ADHD is a medical condition that is categorized by complications with inattentiveness or hyperactivity and impulsivity. However, these indicators must be severe enough to cause glitches with daily functioning in two of the following places: at home, in school, in the community or in the workplace. Sufferers of the disorder tend to have greater risks for other psychiatric and behavioral disorders. ADHD use to be thought of as a childhood disorder, however, more research shows that ADHD continues into adolescence and also into adulthood. ADHD can have serious effects on a person’s quality of life; Socialization, school performance, and behavior are some of the areas in

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Attention deficit hyperactivity disorder is one of the most common disorders among children. It is classified as a mental disorder that causes problems with paying attention or controlling behavior that is not suitable for the person’s age. Through research I have found that there is a significant difference between boys and girls in adolescence regarding ADHD.

Although medication therapy is one of the main choices for the diagnosis of ADHD, many parents do not wish to use medication therapy on their children. Recently more studies are being conducted on other ways to treat this order. Alternative or complementary therapy are starting to begin

Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it 's a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children with ADHD may develop emotional, social, developmental, academic, and family problems because of the frustrations and problems they are constantly experiencing. (Shea)

Between ten and thirty-five percent of children diagnosed with ADHD have a first degree relative with ADHD. “Approximately fifty percent of parents who have ADHD have a child with the disorder as well.” (Basile, Attention Deficit Hyperactivity Disorder) The symptoms of ADHD may vary by age and the type of environments you are in. “There have been studies and they show that 20 percent of children with ADHD have a learning disability as well.” ( Harvard Health Publications, Attention Deficit Hyperactivity Disorder) There are three main category, symptom types and they are inattentiveness, hyperactivity and impulsivity. Inattentiveness is the inability to focus, hyperactivity is being extremely active and impulsivity is not being able to control your behavior. The most common category, symptom to show is inattentiveness, which is the lack of focus. Many children, teens and adults struggle to focus during classes, meetings or simple things they attend during their lives. The second most common category, symptom is impulsivity. People with ADHD also have a hard time controlling their behavior because they get so frustrated and angry that they just act out and don’t even realize that their behavior is so bad. The last symptom, category of the three is hyperactivity. Many teens and adults do not show symptoms of hyperactivity, children are the main ones to be hyperactive but once you get older the hyperactive behavior slows down

Attention Deficit Hyperactivity Disorder have the characteristic which is the persistent pattern of hyper activity/ impulsivity and/or inattention. The patients with ADHD is difficult to staying focused on work tasks, according to the textbook. The textbook mentioned that the prevalence of ADHD is about 3-5% in school aged children, but it is hard to diagnose at that young-age children because in the development stage many children express hyperactivity or inattention. For treatment of ADHD, the most common way is medication which using the stimulant drug. Also, the behavior therapy is one of common ways to treat ADHD. I agree with that school-age children with ADHD should be treated with stimulants medication.

Living with Attention Deficit Hyperactive Disorder is one of the hardest challenges I have ever faced. Having been diagnosed at the age of seven, it is the most prevalent thing in my life. ADHD is the most commonly diagnosed psychological disorder in the United States (Hughes). It is a persistent disorder, often prevalent through adolescence and adulthood. Most individuals diagnosed are between the ages of seven and nine, although there have been numerous cases where individuals have been diagnosed in their later years. Case studies show that males are four times more likely to be diagnosed/affected with ADHD, and lately, studies have shown an unexplained increase in the number of diagnoses made in children. It has been recognized that in the past, people have scoffed at the diagnosis of ADHD, and even disregarding and bashing the disorder, calling it things like, “a real medical hoax”(Citation). These individuals, however, are severely misguided, seeing as though ADHD is a real disorder, and it affects millions of people worldwide in present day. There have been neurological studies studying and showing that ADHD is, in fact, neurologically related, and it is most likely caused by chemical imbalances in individual’s brains (Citation). One greatly debated question in the world of Attention Deficit Hyperactive Disorder is, “Can an individual that was diagnosed with ADHD eventually outgrow it?” One side of this argument states that an individual that has been

Hyperactive individuals often appear as if they need to move. They are in almost constant motion, and frequently make excessive noise. Attention deficit hyperactivity disorder is a prevalent in today’s classrooms. There are many co-existing communication difficulties associated with attention deficit hyperactivity disorder. In this paper I will discuss the nature of attention deficit hyperactivity disorder, its common communication characteristics, and the implications of these characteristics socially, emotionally and academically as well as communication strategies that teachers may use to ensure that students with this disorder may be included in a regular class setting.

Attention-deficit hyperactivity disorder (ADHD) is a heritable, neurodevelopmental disorder characterised by inattention, impulsivity and hyperactivity (del Campo et al, 2011). The disorder begins in early childhood and persists into adolescence, and for 70% it continues on to adulthood (Sharma & Couture, 2014). Those who suffer ADHD experience challenges, particularly during their development. Impulsivity and inattention often result in lower performance in school, and greater incidents of motor accidents and¬ risky behaviour. Additionally, individuals with ADHD have higher rates of one or more comorbidities including major depression and anxiety disorders (Sharma & Couture).

Although most children are incredibly active running, playing, jumping and screaming some of these children cannot simply control their actions very easily. These children are mostly identified as having behavioral problems, they have a hard time following rules and staying focused in one subject. Attention Deficit-Hyperactivity Disorder (ADHD) has been identified many years ago, and as the time passed this psychological disorder has evolved. Today ADHD is the most common disorder diagnosed in children in which males are diagnosed more than females. ADHD impacts the psychosocial perspective of a child as well as their conformity to the accepted social behavior.

According to the U.S. Department of Health and Human Services throughout recent years the number of diagnosed cases of childhood ADHD has continued to increase from 7.8 % in 2003, to 9.5% in 2007, 11% in 2011 (US CDC Statistics, 2016) It is estimated now that there are nearly 7 million children throughout The United States of America that have been diagnosed with this disorder. This is a number that has grown rapidly over recent years due in part to the growing research and understanding of the condition and the evolving diagnostic criteria for diagnosis. The American Psychiatric Association currently defines Attention-deficit/hyperactivity disorder (ADHD) as” a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, has symptoms presenting in two or more settings (e.g. at home, school, or work; with friends or relatives; in other activities), and negatively impacts directly on social, academic or occupational functioning.” (DSM-V, 2013) With such a number of people effected by ADHD, it is surprising to see how uninformed, or at the very least, misinformed, the majority of the population remains concerning the disorder.

Exercise is one powerful intervention, this does not have to be a long exercise session. Exercising for a few minutes every day, helps children with ADHD to ignore distractions, along with increased focus this will improve academic performance.

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

ADHD is an abbreviation for attention deficit/hyper activity disorder. It is commonly referred to as a psychiatric disorder in need of therapy. The origination of the disease is in the neuro-physiological brain construct, and the main cause of the disorder is considered to be genetic (Wilson, 2012). Many children with ADHD struggle with impulsivity, hyperactivity, and inattention (Unnever, Cullen, & Pratt, 2003). According to McNamara, Vervaeke, and Willoughby (2008), “attention deficit/hyperactivity disorder is the most commonly diagnosed behavioral disorder among children and adolescents. It affects between 3% and 5% of school age children” (p. 38). In a