Executive functioning is the new “hot” umbrella term used by teachers, counselors, and parents to describe a range of learning and attentional problems. Recent neuroscientific research on children and adults implicate failed executive functions, or their lack of engagement, not only in school-related performance issues, but in dysregulated emotional states experienced by those without executive function deficits. Such states are characterized by limited capacity for thought and reflection and automatic, reflexive reactions (Ford, 2010), similar to children with executive function deficits.
Executive functioning is slow to fully develop. It emerges in late infancy, goes through marked changes during the ages of 2 through 6, and does not peak until around age 25. Adolescents’ limited executive functions are out of sync with their emerging freedom, sense of autonomy, intense emotions and sexual drive, failing to equip them with the reins needed to for appropriate restraint and good judgment during this time of temptation. When teens are unable to put the brakes on, they need parents to set external limits and be the stand-in for their underdeveloped executive functions.
Similarly, children with executive function deficits need external cues, prompts and reinformcements to supplant the self-regulatory functions they are lacking internally (Barkley, 2010).
Executive development happens primarily in the prefrontal cortex, a region of the brain more sensitive to stress than any other. Unlike anywhere else in the brain, even mild stress can flood the prefrontal cortex with the neurotransmitter dopamine, which causes executive functioning to shut down (Diamond, 2010).
What are executive functions anyway? Executive functions together pl...
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...d want to do the right thing, that intention may not translate into behavior (Diamond, 2010; Zelazo, 2010). Therefore, admonishing or punishing children who are not following the rules because of limited executive function is not only ineffective, but leads children who are already often frustrated and discouraged to feel bad about themselves and unsupported. In order to intervene effectively with children, we must diagnose the problem accurately to determine when an issue is due to executive function deficit and not simply adolescent laziness or rebellion.
Part 2 tells the story of a boy with executive functioning deficits and his parents to highlight common experiences in families stressed by this problem and explain what’s happening in children’s minds. Finally, the column addresses how best to help support children with these issues and offers tips for parents.
A third problem, in executive function, is children and adults with ADHD have problems controlling their emotions and stimulation levels (Hallahan et al, 2012, p. 179). According to Hallahan, Kauffman, and Pullen (2012), children might scream loudly when hearing good news or demonstrate their temper when frustrated; however, Joey did not express these behaviors.
...e abnormalities in their ability to learn efficiently. Throughout the book he is very supportive. He offers parents many great strategies for dealing with the problems of their children. The book A Mind at a Time gives parents a way to learn about their child’s mind without a lot of technical terms. The main problem I see with this book is that it may lead parents to discover potential problems with their children at much too young an age. Levine’s most important error is that he does not mention the age at which the minds of children develop. I feel that this book could be helpful to many parents and harmful to others. Parents, as well as other readers, need to be cautious when reading this book.
Alexandra Salas: It is important to understand challenging children’s lagging skills because if we don’t we won’t understand which skills the child needs to learn. But if we do, we will be better prepared to handle situations in which his challenging behaviors are most likely to occur. When we realize that the lagging skills contribute to challenging behaviors don’t always come naturally to all kids we have made a big breakthrough because most adults think that all children are created equal with the same social, emotional, and behavioral functioning. One very important thing to keep in mind is that challenging behavior occurs when life demands skills that a child lacks and when we see things from this perspective we no longer view lagging
ADHD stands for attention deficit hyperactivity disorder. American Psychiatric Association has identified three subtypes of ADHD including Combined Type (Both inattention and hyperactivity-impulsivity symptoms), Predominantly Inattentive Type (Inattention, but not enough hyperactivity-impulsivity symptoms), Predominantly Hyperactive-Impulsive Type (Hyperactivity-impulsivity, but not enough inattention symptoms). ADHD affects 8-10% of school-aged children. Research indicates the frontal lobe (basal ganglia, caudate nucleus, cerebellum, and other areas) plays a significant role in ADHD because they are involved in complex processes that regulate behavior. These higher order processes are often called executive functions. Executive functions include processes like inhibition, working memory, planning, self-monitoring, verbal regulation, motor control, maintaining, and changing mental set and emotional regulation. A person with ADHD often feels like they have information bouncing around in the brain. There are many different things poppin...
James T. Webb, Diane Latimer , (1993). ADHD and Children Who are Gifted . Eric Digest . #522 (), pp.4
As Paul Thompson states in his article Startling Finds on Teenage Brains from the Sacramento Bee, published on May 25, 2001, “.These frontal lobes,which inhibit our violent passions, rash action and regulate our emotions, are vastly immature throughout the teenage years.” He also says that “The loss[of brain tissue] was like a wildfire, and you see it in every teenager.”. This loss of brain tissue plays a role in the erratic behavior of teens, who cannot properly assess their emotions and thoughts. During this period of brain tissue loss, teens are unpredictable, adults do not know what their teen’s next move will be, teens themselves do not even know what their next move will be. As we grow our brains develop, therefore teen brains are not fully developed, so they cannot be held to the same standards as adults.
Reid, Robert, John W. Maag, and Stanley F. Vasa, "Attention Deficit Hyperactivity Disorder as a Disability Category: A Critique," Exceptional Children, Vol. 60, No. 3, pp. 198-214.
Bibliography Baliey, W.J. Attention Deficit Disorder. 9 May 1997. Online Internet. 10 November 2000. http://www.execpc.com/~calliope/ Clark, C.G. Children Who Can’t Pay Attention. 5 October 1998. Online Internet. 10 November 2000. http://www.aacap.org/publications/factsfam/noattent.htm Hallahan, Daniel & Kuaffman, James. Exceptional Child. 1999. Online Internet. 10 November 2000. http://borntoexplore.org/ Hallowell, Edward M. & Ratley, John J. Driven to Distraction. 13 April 1997. Online Internet. 10 November 2000. http://www.livingwithadd.com/ Wender, Pual H. M.D. The Hyperactive Child, Adolescent, and Adult. 15 November 1998. Online Interent. 10 November 2000. http://www.attn-deficit-disorder.com/ Weiss, Lynn M.D. Attention Deficit Disorder in Adults. 4 January 1999. Online Interent. 10 November 2000. http://www.mentalhealth.com/dis/p20-ch01.html
Levine, Melvin D. “Attention Deficits: The Diverse Effects of Weak Control Systems in Childhood.” Pediatric Annals 16.2: 117-30.
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.
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)
As children grow and develop, their actions become more self-directed and less subject to outside regulation by others (Poulsen, et al., 2006, p....
Nakamura, K. Richard. “Attention Deficit/Hyperactivity Disorders: Are Children Being Overmedicated?” National Institute of Mental Health. 2002. Web. 02 May 2014.
Yehle, A.K.; Wambold, Clark. "An ADHD Success Story: Strategies for Teachers and Students." Teaching Exceptional Children. 30 (1998): 6 8-13.
ADD and ADHD have had a dramatic rate of increase since it was first “discovered” 25 years ago. “This “epidemic” has grown from 500 thousand in 1985 to between five and seven million today.” (Baughman) ADD and ADHD have become popular for many reasons. In today’s American culture and fast paced society it is likely that both parents will work. This breaks down the traditional family where only one parent would work and the other would stay home and take care of the children. This leads to a tremendous breakdown in parental supervision and involvement in their children’s academics. This lack of involvement by parents puts the burden onto the school system for a child’s lack of achievement. When a child academically performs poorly or has a problem at school, parents want corrective action to be taken no matter what the cost, as long as, it is a fast remedy with little involvement by the parent. In some cases, when a child is labeled with ADD or ADHD because he/she is doing poorly in school, the corrective action that needs to be taken is for the parent to simply spend more time with their children and tutor them in academic areas they’ re lacking in.” Children feel the loss, (quality time spent with parents) and they take action for attention. They misbehave, they cry, they become defiant, aggressive. The parents seek answers and relief to the family turmoil. The school, which is also experiencing the child’s defiance and aggression, seeks relief. Enter the school psychologist who provides the convenient answer. The chil...