BACKGROUND: Previous tests have revealed associations between ADHD symptoms and boredom proneness, sleep disorders, self-esteem and academic achievements in children. These affects can influence the overall academic achievement dramatically, especially the affect that academic achievement receives from self esteem in particular when a result of ADHD. A test was performed on a group of fifth and sixth graders where it was revealed that the scores on a self-esteem test are able to more accurately estimate the result of the child’s academic achievements, even more so than standardized tests. Theses results were profound, and as a result more tests were performed on young children with ADHD to see if a correlation could be determined. One test resulted in the discovery that children with high ADHD scores had statistically lower self esteem scores than the co-twin control group in children ages 8 and 13 year olds. But ADHD affects in academic achievements has only been frequently studied in younger groups, like children and adolescents, with little research done on ADHD’s affect on college students and their resulting academic achievements. This study is relevant because it is suspected that people who are diagnosed with ADHD may experience different symptoms as they age but will always have the disorder present, and perhaps it could be revealing itself through different behaviorisms. By conducting this study there could be a way to see if the past findings of ADHD related behaviors in young students are similar to the affects college students are having in their academic lives. Also, this research could determine if ADHD’s negative academic affects are only specialized to the college students with ADHD, or if the affects are r... ... middle of paper ... ...HD like the researchers expected, the results from the experiment could still help allow teachers to be more aware of the signs of a boredom prone student. Also, with this new knowledge teachers could try to use more interactive learning systems, and different methods of instruction to students who are more prone to boredom resulting in a rise in course grades and participation. Also, knowing that there was no correlation between having ADHD and doing poorly academically could help bring assurance to students in college who have the disorder, by allowing them to see that it has been tested and ADHD students aren’t any lower in GPA than the average student. REFERENCE: Castens, A. R., & Overbey, G. A. (2009). ADHD, Boredom, Sleep Disturbances, Self- Esteem, and Academic Achievements in College Students. Psi Chi Journal of Undergraduate Research, 14(2), 52-58.
From this short experiment the Stanford professor gained valuable information. That children, as a early as four years of age, understand the most important principle for success is the ability to delay gratification. The ability to delay gratification is as simple as being self disciplined, which Joachim and the Stanford professor believes is the most important factor for success. The study didn’t finish there with just a marshmallow and a four year old kid. The Stanford professor took the data he gained from the experiment and correlated it with a follow up study with the same kids 15 years later. What he found out was that 100 percent of the children that had not eaten the marshmallow, when they were tested years back, were truly successful. They excelled in academics, were happy, goal oriented, good relationships with their peers, and were overall doing awesome. As for the kids that ate the marshmallow when they were tested, were in a complete opposite path in comparison. The kids were mostly in trouble, didn’t really excel academically, and didn’t have a bright future as those who didn’t eat the
ADHD and other disorders. In this paper I will prove that ADHD is over diagnosed
The ADHD Rating Scale-IV is designed to be used with children ages 5 to 18 and consists of scales for the Home and School. The Home version is also available in Spanish. The scales are rated according to symptom frequency on a 4-point scale of 9 to 3 (never or rarely) to (very often) and each has 18 items. The checklists are designed to be completed by parents and teachers who have observed the child for six months. Divided across four age groups, the scores are reported as percentile ranks separately for boys and girls. The breakdown of age groups is from 5-7, 8-10, 11-13, and 14-18 for both the Home and School version. The rating scales produce three scores: Inattention (IA), Hyperactivity-Impulsivity (HI), and total. According to Lindskog (1998), “On both forms, the Inattention scale consists of the 9 odd-numbered items, and the Hyperactivity-Impulsivity scale consists of the 9 even-numbered items, which are alternated to reduce response bias.” It is notable that the reviewer states the ADHD Rating Scale-IV is not intended to be used alone in ADHD diagnosis, but rather should be used with other more comprehensive sources such as diagnostic interviews, behavioral observations, and behavior ratings (Lindskog, 1998).
ADHD is known as attention deficit hyperactivity disorder. Many of the symptoms of adult ADHD are similar to the symptoms of child ADHD. Those who suffer with ADHD struggle with the inability to control their daily lives. ADHD not only affects the individual who has it, but it also affects everyone around them. Extensive research has been conducted on ADHD and to date there are still no definite answers as to what exactly causes this disorder.
Some of the most common words moving around in the psychiatric circle are attention Deficit; hyperactivity; Ritalin; ADD, ADHD. These words are being most commonly discussed by most educators, physicians, psychologists and young parents in the society today. In spite of extensive advancements in technology which has brought new insights into the brain and learning, there is still a lacuna in the field of problems faced by children who are unable to remain focused on the task given to them in the classroom owing to their inability to pay attention.
As a college student, the amount of students on powerful meds for ADHD and ADD is shocking. It is a topic seen in every classroom and heard in many dialogues. Conversations can be overheard frequently about how easy meds are to get and how effortless it is to receive a diagnosis. However, while I know that a vast number of students are taking prescription drugs for ADHD, I don’t think that I ever realized the full extent to which this disorder was effecting America’s youth. It wasn’t until I spent my time volunteering as a paraprofessional in a fourth grade classroom that I felt I truly understood the weight that the number of ADHD diagnosis’s were having on our nation’s children. The supervising teacher I was working with told me that in her classroom of 22 children, six of them were on some sort of prescription medication for ADHD, and many parents that I spoke to tended to blow off the risk factors involved, remarking that the drugs improved their school performance. I was shocked at this figure, especially because after working with the children, even on the days that they forgot to take their medicine, I found that by using different methods of instruction, many of the children didn’t seem to have much less trouble focusing than the children who did not have ADHD. So when we were assigned this paper, I set out to disprove the myth that children who act out in school have must ADHD and need to be put on prescription drugs in order to do well in school.
Attention-Deficit Hyperactivity Disorder (ADHD) is very commonly known. Today, ADHD is one of the most common mental disorders among children. The NIMH (The national institute of mental health) predicts that it affecting 3 to 5 percent of all children(AACAP), with an approximate amount of 30% to 65% of these children experiencing persistence of symptoms into adolescence and adulthood (AACAP).There are three types of attention deficit hyperactivity disorder; Predominantly Hyperactive-Impulsive Type, Predominantly Inattentive Type, and Combination Type(ehow.com). The symptoms of ADHD can be classified into three main categories; hyperactivity, inattention, and impulsivity. These behaviors can interfere with ADHD sufferers’ ability to focus deliberately on organizing and completing a specific task that they may not enjoy. A case of this kind of behavior is recognized in a report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behavior (clinicaltrials.gov) These kinds of behaviors can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem, depending on severity of their symptoms (adhd.com). In this paper, the multiple factors of how ADHD affects, and is handled, of those who undergo this disorder, are shown.
Therefore, academic failure can cause significant long-term consequences in adolescents’
Pliszka et al. (1993) attempted to test Quay's theory empirically by investigating whether children with ADHD were less responsive at a physiological level to signals related to punishment than normal children in a classical conditioning experiment. Based on Quay's theory, they hypothesized that children with ADHD will show less of a conditioned response (change in heart rate and skin conductance) to a conditioned stimulus that has been paired with an aversive unconditioned stimulus (white noise) than normal childr...
Attention Deficit Hyperactivity Disorder (ADHD), which is classified as a psychiatric disorder affects many adolescents. There has been a lot of research on the relationship between television and the possible harm it may have on children's ability to maintain focus. While most of the television programs are produced purely for entertainment, the violence that is portrayed is the primary message of most programs. This same concept also applies to video games, were the theme of most games involves, shooting, killing and annihilation. It would be safe to say that most of the content in video games has no educational benefit. The Swing et al, (2010) study found the following:
Last, Dr. XXX, an expert in ADHD stated that one of the primary reasons why Phelps is so successful, is that he uses his disorder to actually hyperfocus on his swimming activity. Dr. XXX states that many genius level figures in history have been known to have ADHD including Steve Jobs (Inventor and Founder of Apple Inc.), Albert Einstein (Physicist), and Robin Williams (Actor/Comedian). He actually states that ADHD is a gift that allows and forces you to hyperfocus, “in the zone” on activities in their field of interest because of their excessive passion. In doing so, people with this disorder often perform better than the average person in their particular
The participants were three male Caucasian students, their ages range from eight to nine years old. All three male students were “diagnosed by a physician with ADHD” (p.160) and where taking medication. The settings took place in a rural school which the participants attended. “The sessions were done in the same classroom while they worked on independent assignments.”
However, in the second article, I found something interesting that caused huge impact on student attention. These factors are the academic level and difficulty of the academic curriculum. This new literature tends to focus on the environment that triggers this behavior in students rather focus on the reward and the positive reinforcement and I am very excited that I'm going to try these solutions for disruptive behaviors Instead of positive reinforcement.
ADHD often progresses into adulthood. The prevalence rates varies, however 1% to 6 % the general population of adults met ADHD DSM-IV criteria (Wasserstein, 2005). Barkley and associates (1990) research found that 50% to 65% of adult demonstrates deficits in social relationships, depression, low self-concept, antisocial behavior, drug usage or educational and occupational disadvantages. Current research suggests a shift in the symptoms, where the presentation of symptoms is decreased from a child to an adult. Volkow and Swanson (2013) characterized an adult with ADHD symptoms with hyperactivity manifesting as restlessness, whereas inattention may still be persistent in adulthood with carrying out task. Inattention is the most prominent symptom
Kids of all ages around our country, have some difficulty to concentrate in school and get their task done. Some children start in an early age which develops a bad habit later on in life. Reason why this occurs in children and some adults is result of ADHD, a disorder that creates lack of concentration and lack of controlling energetic behavior. It can also mean that it’s hard for the person to be organized with their life and turns it into a habit. Children with poor concentration in school and educational work, can affect them later on in life if not treated or start to be organized in their own time.