Attention Deficit / Hyperactivity Disorder ( Adhd )

Attention deficit hyperactivity disorder (ADHD) is classified as a syndrome that is comprised of a variety of behaviors that often arises in early childhood and is characterized by extremely high levels of motor activity, difficulties with attention span and concentrating, and/or impulsive behaviors (Cook & Cash, 2011). It has been estimated in the United States that approximately 20% of children and adolescents display signs of a psychological or behavioral disorder according to Luthy, David, Macintosh, Eden, and Beckstrand (2015). ADHD is considered one of the more prevalent psychological disorders in children, with approximately 3-7% of school-age children with an ADHD diagnosis as mentioned by Luthy et al. (2015).

Participants, ages 11-13, will be chosen through a process of selection by teachers, administrators, counselors, parents, and students themselves, who are interested in finding an alternative to traditional treatments for ADHD including medication, psychological treatment or a combination of the two. The total number of participants is expected to be between 75 to 100 of nearly 600 students who will be divided into four participating classrooms. Consequently, an

Attention-Deficit/Hyperactivity Disorder (“ADHD”) is a common childhood disorder that represents developmentally inappropriate levels of inattention, impulsivity and overactivity. It occurs in 3% to 5% of the school age population as stated by (Craighead, Craighead, Kazdin & Mahoney, 1994). Another author (Barkley, 1981) stated that ADHD occurs in at least one child in every classroom. As a result of these statistics, ADHD has become one of the most commonly referred and heavily studied psychological disorders of childhood. Studies show that about 50-60% of children with ADHD in the age range of five to seven years are hostile and defiant. By the

According to a study by The Pew, more than 2.7 million children have an incarcerated parent. The following consequences are often underestimated and undetectable. Incarcerated parents are extremely detrimental to the well-being of the children involved. Minors involved with the arrest of their parents often suffer more complications than someone without an incarcerated parent. Foremost, these minors are more likely to have attention problems like Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). Additionally, they could have behavioral hardships such as anxiety, depression, or eating disorders. Lastly, they could have complications in the development of relationships because of emotional problems. This

Exercise is one powerful intervention, this does not have to be a long exercise session. Exercising for a few minutes every day, helps children with ADHD to ignore distractions, along with increased focus this will improve academic performance.

Nowadays a lot of people to include children have Attention Deficit Hyperactive Disorder (ADHD). It is estimated that around two million children in the United Stated are struggling with the symptoms of ADHD, which are inattention or inattention combined with hyperactivity. No one really understands the challenges of raising a child with ADHD more than a parent of a child with ADHD itself. It can be frustrating, stressful, and overwhelming. People unfamiliar with ADHD tend to blame parents for their child’s behavior and they label our children as troublemakers or spoiled kids. Besides the embarrassing moments or what people might think, we put our children first and look for the best solution

According to Prasad et al. (2012), ADHD has a significant impact on children’s behavior in the classroom, experience of school life, and daily functioning. The symptoms of ADHD cause disruptions at school and in academic achievement, which are a few of the most intense and general difficulties children with ADHD face. The understanding of the effects of pharmacological treatment for children with ADHD on academic achievement and learning is not fully understood. This randomized study compared the effects of drug treatment for children diagnosed with ADHD and the effects of not using drug treatment for children diagnosed with ADHD within the classroom environment. Within the total of 2,110 participants, drug treatment benefited up to 15% of children in the amount of school work that they completed. However, drugs less consistently improved children’s accuracy in specific types of academic assignments, such as arithmetic. Up to 14%, more children spent time “on task” and improved their behavior in the classroom. In conclusion to this study, findings determined that pharmacological treatment for children with ADHD has the potential to improve their

Families who have children with ADHD often experience much higher anxiety and stress levels. A large number of children, almost half, will exhibit signs of ADHD by the age of four. However, most children are not diagnosed until he or she reaches elementary school. The behaviors that are associated with ADHD in children put them at risk for a host of other problems and complications such as completing their education, alcohol and other drug abuse, and an increased risk for delinquency. There has been much research on ADHD in recent years and many different types of medications and interventions have proven to be quite helpful. With the proper diagnosis and treatment, children with ADHD can learn to cope with the daily demands of the classroom, social situations, family interactions, and life in general.

The diagnosis of attention-deficit / hyperactivity disorder (ADHD) has increased significantly over recent years and along with the rise in diagnosis is the dramatic surge in prescription medication as treatment. ADHD is a behavior issue, not a disease. As an alternative to prescribing medication to alter a child’s behavior, parents, teachers, and doctors need to determine and find a resolution to the root cause of the negative behavior. Medication is not a cure for ADHD and does not solve the issues that create negative behavior – alternatives to drugs are available to make the necessary behavior modifications in children.

This proposal explores the current research and literature on college students with Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD). Findings suggest that college students with ADHD/ADD experience academic and psychological difficulties that put them at a greater risk for earning low grade point averages, being on academic probation, and not graduating from college. These research findings serve as a rationale for implementing a structured skills development’ support group for college students diagnosed with or presenting

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

Attention deficit hyperactivity disorder (ADHD) is a behavioral disorder that can affect both children and adults. ADHD symptoms in a teenager’s daily life include hyperactivity, impulsivity, and inattention. Over six million American children and young adults have ADHD, thirteen percent are boys, and five percent are girls. Eleven percent of school age children are diagnosed with ADHD every year. ADHD is one of the most common disorders amongst children and young adults. Parents with ADHD have a fifty percent chance of passing it to their new born child. This paper will discuss the symptoms, causes, treatments, and crime among ADHD children and young adults.

“Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder diagnosed in U.S. children…In 2011-2013, 9.5% of children ages 4-17 were diagnosed with ADHD” (as cited in Pastor, Reuben, Duran, & Hawkins, 2015). Because this condition is so prevalent in today’s society, there is much debate about the authenticity of the disorder and the effectiveness of treatment options. Although many believe that medications should be the first method of treatment, I believe there are other options available that are less damaging. Parents and doctors should be cautious when deciding to give children diagnosed with ADHD medications since the syndrome is difficult to diagnose, the medications can have many side effects, and there are other treatment options that work just as well if not better than the pills.

Attention Deficit Hyperactivity Disorder, commonly known as ADHD, is the most common learning disability in kids today. It is not a new disorder but it is a disorder that is more and more kids are being diagnosed with, as well as misdiagnosed with. Researchers are still trying to find the cause of ADHD and the best treatment for with kids with this learning disability. Being diagnosed with ADHD can hinder a child’s learning and even their progression in school if not caught at an early age.

It’s normal for a child to occasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feel alone, incompetent, and powerless and those that don’t understand this behavior only intensified their struggle. Family and schools have a major impact on the life of a child suffering with ADHD. Parents who