Attention Deficit Hyperactivity Disorder presents itself in many different ways for many different people. It is further complicated by the fact that there are three types of ADHD recognized by the DSM-IV and even further evidence that females and males manifest the disorder in different ways. ADHD has been a challenge to school administrators for many years. The symptoms of the disorder not only interfere with the educational process of the affected child but they also can be disruptive and interfere with the education of students who learn with and interact with the affected child. ADHD impacts many aspects of the school day including the learning process, socialization and maturity. Its impact cannot be underscored enough as it has the potential to create self-esteem issues which can lead to inappropriate behavior, serving to further interfere with the learning process. Schools are often the first entities to notice the symptoms of ADHD. When a child gets into the structured setting of a classroom and is expected to maintain focus and perform task that require sustained concentration the symptoms often become more evident than they may have been in the past. Many times the child's parents are unaware of the problem or they are suspicious there may be a problem but are not sure how to address its possibility. In addition, teachers have varying teaching styles and there are varied classroom dynamics in each setting which can further complicate the suspicion of ADHD. This project designed an assessment that can be used by school nurses at all grade school levels. The assessment will be useful in the decision to approach parents to allow an ADHD diagnostic battery in a suspected child. It will also be useful to assess the level of success any one child's treatment is currently providing, which can lead to earlier needed treatment adjustments and stop the cycle of problems that are often seen with ADHD that is uncontrolled.
FLOW OF INFORMATION
Table of Contents
Introduction
Statement of Problem
Literature Review
Methodology Discussion
Assessment Tool
Conclusion
INTRODUCTION
There is no denying ADHD exists and it impacts education across the nation. ADHD manifests itself in many different ways however, the outcome is often the same, a problem effectively educating the affected child.
"Attention Deficit Disorder is the most commonly diagnosed psychiatric disorder of childhood (National Institutes of Health [NIH] Consensus Statement, 1998). According to the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1994), ADHD affects approximately 3% to 5% of school-age children (Busch, 2003). Children with ADHD are unable to stay focused on a task, cannot sit still, act without thinking, and rarely finish projects they begin at home or school. Children who have been diagnosed with ADHD are frequently treated with psychostimulant medications, most commonly methylphenidate (e.g., Ritalin; Frankenberger, Lozar, & Dallas, 1990; Kwasman, Tinsley, & Lepper, 1995; Reeve, 1990; Runnheim, Frankenberger, & Hazelkorn, 1996). According to data provided by the U.S. Drug Enforcement Agency (2002), there was a 900% increase in methylphenidate production from 1990 to 2001. Ninety percent of the methylphenidate was consumed in the United States for the treatment of ADHD. Production of other drugs used to treat ADHD has also increased. From 1993 to 2001, the production of amphetamines (Dexedrine and, later, Adderall) increased by 5,767%. By 2001, amphetamine production accounted for 44% of the stimulants produced in the United States, the vast majority of which are used to treat ADHD (Busch, 2003)."
"The behaviors associated with ADHD may be first observed or most troublesome in a classroom setting. Snider, Frankenberger, and Aspensen (2000) found that teachers were involved in making the initial referral nearly 40% of the time. This suggests that teachers play an important role in the initial screening for ADHD. In light of current concerns about treatment of ADHD with stimulant medication, it is critical that teachers are knowledgeable and objective if they are to play a role in the diagnosis of ADHD (Busch, 2003). "
There have been a small number of studies to examine the true ability of teachers to notice and recognize possible symptoms of ADHD (Busch, 2003).
" They found that teachers with more training and experience had more confidence than inexperienced teachers but that all identified important barriers to effective instruction, including lack of time to administer specialized interventions, lack of training, large class size, and severity of students' problems. Jerome, Gordon, and Hustler (1994) evaluated Canadian and U.S. teachers' knowledge of concepts related to ADHD and found that although teachers had little training regarding ADHD, they did well on knowledge-based questions...
Children and adolescence can often become plagued with a myriad of health problems. Some revolve around psychosocial issues. ADHD is such a disorder that affects as many as 1 in 20 children or adolescence in the United States with a growing prevalence worldwide. Although this disorder can cause problems for the child or adolescent experiencing symptoms, it can be successfully managed. Treatment protocols involve proper assessment of symptoms and diagnosis,
Instructors can be sympathetic to individual needs, especially with regard to disabilities like ADHD because they can be made aware of them without the potential for discrimination or early recourse, as would be the case in employment. (Lemaire, Mallik & Stoll, 2002, p.39) in vocational training, under the shop/shop models people with disabilities, including those with ADHD are given a bridge opportunity to transition into a workplace setting through
Attention Deficit HyperactivITY Disorder DIAGNOSIS IN CHILDREN Historical Records Attention deficit hyperactivity disorder is a diverse behavioral set of symptoms described by the hub indication of impulsivity, hyperactivity and inattention. Even as, these symptoms have a tendency to gather together, some individuals are for the most part hyperactive and impetuous, even as others are predominantly inattentive. This disease affects both toddlers and adults of all ages and should be taken seriously. When
Swanson, Ph.D., University of California, Irvine, CA 92715 Gender: Age: ____ Grade: Ethnicity (circle one which best applies): African-American Asian Caucasian Hispanic Other Completed by:____ Type of Class: Class size: For each item, check the column which best describes this child: Not at Just a Quite Bit Much 1. Often fails to give close attention to details or makes careless mistakes in schoolwork or tasks 2. Often has difficulty sustaining attention in tasks or play activities 3. Often does not seem to
Assessing and Treating Children and Adolescents with Disruptive Behaviors: The Case of the Hyperactive Child Client Assessment The client is an African-American child aged between 8 and 12. Her identifying symptom is the inability to remain calm when the situation requires her to, such as during counseling, where she keeps nagging the counselor to play (APA, 2013). She also talks excessively during the session, displays intrusive behavior such as using the counselor’s
Rankin (2003) affirmed that the purpose of art therapy is to address the major affects of trauma on the child's life. Additionally, Rankin (2003) stated that art interventions begin with self-management, then proceed with safety planning, telling the trauma story, grieving traumatic losses, self-concept and world view revision and finally ends with self and relational development. Treatment progress and outcomes will vary from patient to patient, as therapy is
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