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Parens, Erik and Josephine Johnston. “Facts, Values, and Attention-Deficit Hyperactivity Disorder (ADHD): an Update on the Controversies.” Child and Adolescent Psychiatry and Mental Health. 2.1 (2009): 1. Directory of Open Access Journals. Web.
Jouranl of Child Psychology & Psychiatry, 46(4), 409-419. doi:10.1111/j.1469-7610.2004.00371.x Silliman, E.r., Diehl, S.F., Bahr, R., Hnath-Chisolm, T., Zenko, C., & Friedman, S.A. (2003). A New Look at Perfomance on Theory-of-Mind Tasks by Adolescents With Autism Spectrum Disorder. Language, Speech & Hearing Services in Schools, 34(3), 236-252. Retrieved from EBSCOhost. Ral, S.M., & Gagie, B.
Although ADHD cannot be cured it can be successfully treated and managed to support all children diagnosed with ADHD to being successful academically and to have control over their behaviour. A few causes of Attention-Deficit Hyperactivity Disorder can be the right hemisphere of the brain may be different in those with ADHD and infants that born early are at a higher risk. Children in middle childhood who are diagnosed with ADHD may require more sensory stimulation, which their extra movement supplies. The signs and symptoms of ADHD fall under three main categories an inattentive type, with signs that... ... middle of paper ... ...heir school work which then begins to have an impact on their academics. They can also experience difficulties being social with peers and others in the school, low self esteem, and poor anger control.
Language Characteristics of Children with ADHD. Communication Disorders Quarterly, 21(3), 154-165. Ostrander, R., & Herman, K. (2006). Potential Cognitive, Parenting and Developmental Mediators of the Relationship Between ADHD and Depression. Journal of Consulting and Clinical Psychology, 74(1), 89-98 Tannock, R. (n.d.).
Probst, B. (2008). Issues in Portability of Evidence-Based Treatment for Adolescent Depression. Child & Adolescent Social Work Journal, 25(2), 111-123. Sadock, B. J.
Feasibility and Initial Efficacy of a Comprehensive School-Based Intervention for High-Functioning Autism Spectrum Disorders. Psychology in The Schools, 49(10), 963-974. Strid, K. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology, 54(1), 26-32.
Teaching Exceptional Children, 38(5), 43-48. Nikopolus, C. K., & Nikopoulou-Smyrni, P. (2008). Teaching Complex Social Skills to Children Wtih Autism; Advances of Video Modeling. Journal Of Early & Intensive Behavior Intervention, 5, 30-43. Ogilvie, C. R. (2011).
This paper will focus on the distinctions between the symptoms of Asperger’s syndrome and depression symptoms in adolescents. Misdiagnosed children suffer silently, facing academic difficulties. A strategy for early detection, treatment and prevention of depression within the school setting is an effective approach for success. The Differences Between the Two Disorders Asperger’s syndrome is an autism spectrum disorder. The most notable characteristics are social and communication difficulties.
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