Attention Deficit Hyperactive Disorder (ADHD)

Attention Deficit Hyperactive Disorder (ADHD)

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My community project is to attend Whitthorne Middle School and help out kids who need a little help with their reading and language classes. There are 8 students in the class that I attempt to help in and my entire project is based upon kids with attention deficit hyperactivity disorder, otherwise more easily known as ADD or ADHD. Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. Each day I am there, it is a different student that has problems with controlling their actions in class. I associated with the teacher after the students had switched to their next class and she informed me that there are three of the eight students that have ADHD in her class. Also, she told me that each and every day one of those three kids acts up and gets into serious trouble because of this condition. It got so bad that one of them were sent to alternative school for acting in a very violent matter. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD. Children who have ADHD may know what to do, but they are not always able to complete their tasks because they are unable to focus, are impulsive, or are easily distracted. For example, children with ADHD often cannot sit still or pay attention in school. Until relatively recently, it was believed that children outgrew AD/HD in adolescence as hyperactivity often diminishes during the teen years. However, it is now known that AD/HD nearly always persists from childhood through adolescence and that many symptoms continue into adulthood. In fact, current research reflects rates of roughly 2 to 4 percent among adults. Although individuals with this disorder can be very successful in life, without identification and proper treatment, AD/HD may have serious consequences, including school failure, family stress and disruption, depression, problems with relationships, substance abuse, delinquency, risk for accidental injuries and job failure. Early identification and treatment are extremely important.
ADHD is often confused with some children who are just simply gifted. Some of theses symptoms include:

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Often fidgets with hands or feet or squirms in seat (in adolescents may be limited to subjective feelings of restlessness), Has difficulty remaining seated when required to, Is easily distracted by extraneous stimuli, Has difficulty awaiting turns in games or group situations, Often blurts out answers to questions before they have been completed, Has difficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension), Has difficulty sustaining attention in tasks or play activities, Often shifts from one uncompleted activity to another, Has difficulty playing quietly, Often talks excessively, Often interrupts or intrudes on others, e.g., butts into other people's games, Often does not seem to listen to what is being said to him or her, Often loses things necessary for tasks or activities at school or at home (e.g., toys, pencils, books), Often engages in physically dangerous activities without considering possible consequences (not for the purpose of thrill-seeking), e.g., runs into street without looking, Almost all of these behaviors, however, might be found in bright, talented, creative, gifted children. Until now, little attention has been given to the similarities and differences between the two groups, thus raising the potential for misidentification in both areas-giftedness and ADHD.
Most authorities now believe the key symptoms are far more complex than the term Attention Deficit Hyperactivity Disorder implies. The attention features of the disorder reveal more typically inconsistency rather than deficiency. ADHD involves not only impairments in attention and behavior control, but a wide variety of cognitive functions, which affect organizational skills.

Most children (and adults) with ADHD have difficulty with the concept of time. Many researchers report that children with ADHD have great difficulty with executive skills. These skills include planning ahead, time management, and the ability to break tasks down into manageable segments so that a project or an assignment reaches completion. Children with ADHD rarely speak about their plans for the future unless they are prompted. Rarely do they prepare for school tests on their own. Children with ADHD seem to live in the moment without regard for impending academic doom.



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