This upcoming school year, I will be having a student attending my classroom that has a diagnosis of combined ADHD. When a person displays 6 or more symptoms of the predominantly hyper-active impulsive type, as well as 6 or more symptoms of the predominantly inattentive type, a diagnosis of combination ADHD will be given. Glanzman & Blum (2007b) states, “Most students with AD/HD have combined ADHD, and the majority of research is done on this group of students.” This information proves that the combination type of ADHD is common among children, meaning that I may have a myriad of students in my classroom over the course of my career that have this same disability. Some of the symptoms combined ADHD may include are forgetfulness, struggling …show more content…
IDEA (2004) states, “a school must educate a student with a disability with students who do not have disabilities to the maximum extent appropriate for the student”. To successfully include all students in the classroom, teachers must be flexible and tailor their teaching practices to meet each individual’s needs. By individualizing instruction, students are able to receive an appropriate education and be active participants in the classroom. The first step to understanding how to fully include this student in my classroom would entail obtaining additional background knowledge about the child before the school year commences. I would need to know if the child already has an IEP in place or not, so that I could review it and discover if there were already adaptations, modifications or additional services being received prior to the child’s arrival in my classroom. However, it is important to remember that not all children that have combined ADHD need an IEP or 504 Plan. Either way, I would like to communicate with the child’s guardians as soon as possible and begin to create a positive partnership between myself and them. In addition, if I did not have previous background knowledge regarding combined ADHD, I would initiate research to help me better comprehend how to successfully interact with this child and furnish them with the supports they need to succeed. Above all else, the most important objective of mine is to familiarize myself with the child and unveil what their various characteristics, interests and strengths are. After establishing a greater awareness of the child’s needs, I would set about making alterations in the classroom set-up and the overall physical
Attention-Deficit/ Hyperactivity Disorder, otherwise known as ADHD, is the most common psychiatric condition effecting 9.5% of school-aged children in the United States (intuniv, 2013). If the disorder goes untreated, it will cause more long-term side effects and difficulties for the individual as an adult. Adults who have this condition face several adversities in every day life, such as impulsive behavior, low self-esteem and poor work performance. People are not aware of the complications that come with ADHD in adults. Not knowing the symptoms of the disease can cause people to not be sympathetic when they are interacting with someone with disorder.
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.
ADHD is a disorder that has been on the rise for several years now. The disorder is one that can cause many impairments to a child’s attention span, making it difficult to concentrate and to keep on task, especially on schoolwork. (Graham, 2007) The statistics have been growing ...
Abstract: This research paper describes ADHD and the treatments available. It discusses the different medications and their side effects and explains the opinions of some doctors for an alternative treatment. The main goal of the writing is to shed some light on the disorder and describe some theories about ADHD. This goal is stated in the thesis which talks about how ADHD cannot be identified exactly, the side effects to the medication are harsh, there are different alternative treatments, and research shows it may be caused from hormones and sleep deprivation.
When I first heard about ADHD (Attention Deficit and Hyperactivity Disorder), I thought, “C’mon. This psycho-babble has gone too far.” I saw psychologists, researchers, lawyers, teachers, parents, all talking seriously about this claimed disorder. But what I didn’t think about was where this information was coming from. Many talk shows have featured ADHD, where self-righteous citizens cheer, boo, and hiss like a jury at some medieval witch trial. A writer for the reputable publication New York magazine wrote: “[ADHD] is certainly a fitting disorder for the Nintendo and MTV generations—children who seem more at home playing computer games than having a quiet dinner conversation with their parents,” which sounds like it was written by a disgruntled “parent” rather than an unbiased reporter (Blau 45). And an article in Time ran quotes from erudite psychologists like Robert Reid, who said that ADHD is just an ego-preserving excuse, merely “a label of forgiveness” (Wallis 42). Newspapers ran these argumentative headlines: “Some Skeptical of Surge in Attention-Deficit Diagnoses” and “Overreacting to Attention Deficit Disorder” (Perkins A1, Vatz 82). And before I began learning about ADHD, I too was a media-driven skeptic. But, as with most things, knowledge begets understanding.
Attention Deficit Hyperactivity Disorder (ADHD), more commonly referred to as ADD (Attention Deficit Disorder), has only recently come to notice of scientists. It affects 3.5 million people under the age of 18 and 5 million people over the age of 18. Its current cause of existence is due to defects at neurotransmitter sites, rendering patients inattentive and impulsive. However, every year more progress is made in locating the cause and finding more effective treatments. ADHD's first diagnosis was made in 1902 by Dr. George Still. He observed 20 children who were inattentive, impulsive, hyperactive, and showed mood swings. He initially attributed their behavior to mild brain damage. By 1917 ADHD or constantly active was still thought to have this cause. At this time, viral encephalitis seemed to be linked to the disease because, after being infected, children had impaired attention, memory, and impulse control. In 1937 ADHD was known as minimal brain dysfunction and began to be treated with amphetamines, which made children with the disorder much calmer.
In 1998, the National Institutes of Mental Health agreed that attention-deficit hyperactivity disorder (ADHD) is indeed a legitimate psychologic condition even though its definition has not been fully pinned down. ADHD is a syndrome generally characterized by the following symptoms that first occur before the age of seven:
What is ADHD? Attention Deficit Disorder (AD/HD) is mostly an organic problem, which tends to run in families. ADHD is the most commonly diagnosed behavioral disorder in childhood. An estimated 3 to 5 percent of the general population suffers from the disorder, which is characterized by agitated behavior and an inability to focus on tasks.
Do you know there is a medically diagnosed disorder that affects over two American children?” Experts on the subject say there are many more undiscovered cases out there and the cause is still unknown. It sounds like we have a really big problem. The thing is, the disorder that affects all these children, isn’t a disorder at all.
ADHD has multiple causes. One cause that has been studied is heredity and genes. If a child has a close relative such as his/her father or mother that have had difficulties in school and academics, the same sort of actions will show in the child. There is good evidence to prove this genetic influence. Identical twins are created sharing the same genetic material. If one twin suffers ADHD, research shows an almost 90 percent chance that the other will also have this problem. An ADHD child of a parent with both ADHD and dyslexia often inherits both the attention and reading problems (Green and Chee, 19).
Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the 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 behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)
Over the past couple of years there has been a vast increase in the number of Americans suffering from ADHD. ADHD has become a hot topic of discussion for the public resulting in rising attention and concern. The way health professionals go about treating and making sure they properly treat patients suffering from ADHD is by thoroughly assessing the patient. As this disorder became more known, it resulted in more parents becoming more aware and realizing that their student’s poor performance in school or behavioral problems might not be intentional.
The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to separate the myths of the disorder from the truths, while discovering the causes, diagnosis methods, and best treatment alternatives to battle this prevalent disorder.
Lynnet is a junior in high school. She is highly creative and is interested in attending an arts school. But there’s something different about Lynnet. She has trouble paying attention in class and often turns in incomplete work a day late. She also tends to skip every third class meeting in any given subject, but can be found elsewhere drawing. Lynnet is a bright teenager who can get good grades, however she sometimes struggles to complete it if it doesn’t interest her. Lynnet has ADHD. – (The name of the person has been changed.) *Note: Edited from the original found at https://www.bced.gov.bc.ca/specialed/adhd/case.htm.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes