Personal Narrative: My Child With ADHD

ADHD is a very common neurodevelopment disorder of childhood. It is usually diagnosed in late childhood, around the age of seven by the teachers. The symptoms are typical during ages 3-6 and if not treated properly becomes chronic and persists even after entering adulthood. Children with ADHD may have trouble paying attention, staying organized and controlling impulsive behaviors. It is very difficult to diagnose and when undiagnosed the children can grow to be mislabeled as trouble makers in their adulthood.

Children with ASD sometimes present aggressive behavior, self-injurious behavior and tantrums that impede their ability to learn in an educational environment (home school). Sometimes medicine is used in an effort to calm the child to the point where they are able to learn in an educational environment. It is recommended that behavior therapy be considered as the first course of action. Doctors recommended Risperdal for Marginee` inability to relax. Risperdal is also used for treatment of irritability in children with ASD. For example, children that struggle with aggression, melt downs (tantrums) and self- injury. Though Marginee` did not take any other medications, there are other medication available to children with autism. For example, Zyprexa, which is used for treatment of aggression and serious behavioral, Prozac and Zoloft, are used for treatment in depression and obsessive-compulsive disorder. All medicines have to be monitored due to various side effects.

Foster child, Annalisa Carrion, was replaced from the non-kinship therapeutic foster home of Carmen Arvelo and Miguel Quiles (Ms. Arvelo’s husband) on June 22nd, 2015. A report was received on June 26th, 2015 with the allegation of laceration, bruises, welts, and inadequate guardianship regarding Annalisa Carrion against Miguel Quiles.

Epidemiological studies in Asia and Latin America showed similar prevalences of ADHD as in Europe and North America making it unlikely that ADHD is the product of Western culture.

In providing services to the youth and the school, the issues and concerns are numerous, but, not limited to bullying, racism, learning disabilities, emotional disturbances and Attention Deficit Hyperactivity Disorder (ADHD). To combat these issues and concerns, I suggest holding an open forum to educate and teach teachers, parents, students and the communities on how to cope and deal with these issues. Furthermore, engaging students with learning disabilities and ADHD in after school learning activities and rallying against the negative impact of bullying and racism can also be

ADHD is a very different beast, to be perfectly frank. You may have heard whispers and statements on how it leads to ‘hyperactivity’ and ‘impulsiveness,’ but it goes a little bit beyond an overzealous person. Sometimes, you say words you don’t exactly mean, words that come out of your mouth that you instantly wish to take back and erase. This innate fear is justified, as I have come to fear incarceration for saying the wrong thing. Now you may be well aware of the dos and don’ts of a human’s sentence memory, but for kids with Attention Deficit/Hyperactivity Disorder, the lines can be a bit more blurred. In fact, you could be arrested for “hate speech,” intentional or not; according to Doctor Barbara and Fletcher, it’s a good 22.5% chance that you could be arrested if you have ADHD. That scary… but even then, there’s a chance. There’s a chance that you don’t even have to worry about it, provided you know what to say. There is a chance, and there always will, that you could rise above your disabilities and become something greater; something I strive to do, now that I saw the gravity of my decisions. And before I go onto this long discussion about ADHD, it’s tears, it’s troubles, and it’s triumphs, I’d like to state something. If your name is Mary Scimone, Tony Scimone or Megan Crowley, if you are a

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Every child, even those without ADHD develop at different rates. The severity of ADHD will greatly impact certain parts of a child’s development but if we determine and focus on the child’s strengths and automatically remove focus from their struggles and limitations, which is the combination of identifying strengths and creating opportunities to succeed then the process will lead to success and happiness most of the

Though the disease of ADHD affects every child differently, doctors utilize the same guidelines for each child in determining if the symptoms results in ADHD. According to Alan Schwarz, the rising number of diagnoses makes ADHD the second most prevalent disease in children besides asthma. Over the past twenty years, the number of children diagnosed with ADHD has risen to 3.5 million compared to 600,000 in 1990 (Schwarz A1). The families affected by ADHD rely heavily on their physicians to accurately assess their children’s symptoms, but the doctors trust on observers to record the child’s symptoms correctly. Parents need to develop a greater sense of awareness from the observations of the serious side effects that come with the medication their children consume every day. The increasing number of children diagnosed with ADHD demonstrates physicians’ inclinations to complacently misdiagnose their patients.

“Nobody wants to medicate their kids, but it comes to a quality of life issue.” Rob Gorski, who’s had a kid diagnosed with ADHD named Gavin. ADHD is a mental disorder of children, interfere with an individual’s capacity to regulate activity level, inhibit behavior, and attend to tasks in development appropriate ways. Now and again, children are not over-medicated in regards to ADHD.

The article, “Attention-Deficit/Hyperactivity Disorder Developmental Trajectories Related to Parental Expressed Emotion”, by Erica D. Musser, Sarah L. Karalunas, Nathan Dieckmann, Tara S. Peris, and Joel T. Nigg seeks to address the transition from childhood to adolescence attention- deficit/ hyperactivity disorder (ADHD) developmental trajectories diverge. The research problem begins addressed is the divergent developmental trajectories among children with (ADHD). Also, how interventions parent criticism can reduce symptoms with ADHD. However, some efforts to reduce the severe symptoms of children with ADHD may lead to reduction in parental criticism equaling greater well-being with family over a long period.

In today’s modern society, it is very easy to become distracted and not focus on a single task. Adhd is a common disorder in children, particularly affecting 5% to 15% of school-aged children, more frequently in boys than girls (BHS, 2016). This paper will focus on Attention Deficit Hyperactive Disorder (AD/HD) in children. By identifying and explaining the difficulty of this exceptionality and the impact it may have on the child in a classroom setting, I will discuss methods I would use to accommodate the child’s needs. I will focus on circle time and free play in my center and how I will involve a child with adhd in these particular settings.

The last solution is an understanding society. CHADD(2013)” Researchers have found that the social challenges of children with ADHD include disturbed relationships with their peers, difficulty making and keeping friends, and deficiencies in appropriate social behavior.” ADHD wants to have peers like others. Parents and teacher do not teach their children that ADHD patients are disgusting because the children will be afraid of patients and persecute them. Not only peers but also people in society should understand the patients and have managed patients appropriately such as do not use any force, do not upset, and use soft-catching

Blake has grown to enjoy social interactions more as he has gotten older. We were determined to make social interactions a source of joy for our son, instead of a source of anxiety. When Blake was a young child, he would not interact with peers; instead he would participate in parallel play. At times it would seem that he had a time limit with social interaction and would become agitated if it continued beyond the point he was willing to participate. To help counter some of these tendencies, beyond his normal therapy visits, we took him to as many social gatherings as we could. Offering him the opportunity to practice his social skills was the best thing we could do to help him. As he has gotten older Blake tolerates social interaction for much longer periods of time and initiates

In class, we discussed many of the symptoms associated with ADHD and how these symptoms contribute to academic problems, peer and family difficulties and aggression. Individuals with ADHD struggle to sustain attention, focus and complete complex tasks, speech fluently, internalize private speech and regulate their emotions. All of these issues likely contribute to the friendship problems identified in the current study. For instance, the study found that children with ADHD have shorter friendships than the comparison group of children and this could be related to their difficulty sustaining attention and regulating their emotions. Other children might find it difficult to maintain friendships with children with ADHD because that cannot focus as long on the activities that they want to do. In other words, a child with ADHD might tire of a game after a few minutes and want to do something else but their friend might want to finish the game first to see who wins. This attention deficit might make the friend weary of staying in this relationship because they do not understand. Additionally, a child with ADHD may not understand their friend’s social cues and they may get easily agitated or upset when things do not go their way. As a child, the friend is not looking to maintain a difficult friendship which could account for decreased longevity of friendships in children with ADHD, especially in the currently studied age range.