Exceptional Learners
Part A
Behavioral Inhibition and Executive Functioning: Understanding the Connection
Behavioral inhibition and executive functioning are closely linked cognitive processes important in processes like regulating attention, moderating behavior, and controlling emotions. Behavioral inhibition refers to the ability to delay a response or to stop oneself from engaging in a particular action, even if that action is desirable or rewarding (Werner et al., 2022). It is an important part of self-control, as it is what helps people to evaluate the consequences of their actions before proceeding. Executive functioning, on the other hand, includes higher-order cognitive processes such as working memory, cognitive flexibility, and inhibitory control. These functions are what allow a person to plan, organize, strategize, pay attention to and remember details, and manage time and space efficiently (Hallahan et al., 2022).
Hallahan et al. (2022) show the significance of these cognitive processes in the context of ADHD. Deficits in executive functions, particularly in behavioral inhibition, are one of the main challenges that learners with ADHD have to face. These deficits can lead to difficulties in self-regulation, manifesting as impulsive behavior, inability to delay gratification, and challenges in sustaining attention and effort on tasks that are not inherently rewarding?? (Hallahan et al., 2022).
The Pathway to ADHD Symptoms
The characteristics of inattention, hyperactivity, and impulsivity associated with ADHD can be directly linked to problems in behavioral inhibition and executive functioning. Learners with ADHD often struggle to maintain focus on tasks that require sustained mental effort or are not immediately engaging. This difficulty is due to executive functioning deficits, where the ability to allocate attention efficiently is compromised. The inability to inhibit distractions worsens the issue, and results in poor organizational skills, forgetfulness, and a tendency to switch from one uncompleted activity to another?? (Hallahan et al., 2022).
The inability to inhibit behavioral responses can manifest as excessive physical movement, including fidgeting, restlessness, and an overall inability to stay still. This hyperactivity is a physical and cognitive symptom. The learners thoughts are in constant motion, making it hard to relax or engage in activities quietly??.
Impulsivity in ADHD is closely linked to the deficit in behavioral inhibition. Learners with ADHD may act without thinking, interrupt others, and engage in risky behavior without considering the consequences (Young et al., 2020). This impulsiveness is not merely a lack of self-control but a fundamental difficulty in inhibiting immediate responses to stimuli, leading to challenges in waiting for one's turn, controlling emotions, and engaging in reflective decision-making??.
Educational and Behavioral Implications
It is evident that tailored interventions can significantly improve outcomes for individuals with ADHD. Hallahan et al. (2022) explain how deficits in these areas contribute to the hallmark symptoms of ADHD, such as inattention, hyperactivity, and impulsivity, and emphasizes the need for targeted educational strategies and behavioral interventions??.
Enhancing Executive Functioning Skills
The development of executive functioning skills can help in managing ADHD symptoms (Hallahan et al., 2022). Educational strategies that improve these skills involve structured and systematic instruction that simplifies complicated tasks into more manageable parts. An example would be teaching students how to use planners or digital tools to organize their tasks and schedules, so as to improve their organizational skills. Teaching problem-solving strategies and how to prioritize tasks can also help students with ADHD to tackle their work more effectively, reducing feelings of overwhelm and frustration.
Incorporating memory aids and visual schedules can support working memory and aid in transitioning between tasks more smoothly. These tools help internalize routines and reduce reliance on external prompts, fostering a sense of independence and self-efficacy in students with ADHD. Plus, classroom environments that minimize distractions and provide clear, concise instructions can help maintain attention and engagement,...
…effectively integrated into students' educational programs, with regular communication to monitor progress and adjust interventions as needed (N Bhroin & King, 2020).Another solid aspect of collaboration is the joint effort in conducting social skills groups and professional development workshops. Social workers can lead groups focused on essential life skills such as conflict resolution and empathy, with teachers integrating these skills into the classroom to reinforce learning. Together, they can also support workshops for school staff, and go over topics like creating trauma-informed classrooms and implementing restorative justice practices.
Social workers also have expertise in engaging and supporting families. Through collaborative strategies, teachers and social workers can enhance home-school communication, ensuring families are informed and engaged in their children's education. Social workers can help bridge the gap between diverse families and school resources, facilitating access to community services that support students' learning and well-being. This partnership can be used to establish a network of support around students, so as to better address barriers to learning and promote their overall success (N Bhroin & King, 2020).
Addressing behavioral challenges and crisis intervention are also areas where the collaboration between teachers and social workers is needed. Together, they can develop and implement behavioral support plans for students, with social workers providing insights into the root causes of behaviors and suggesting respectful intervention strategies. In times of crisis, a coordinated response from educators and social workers can give immediate support, so that the safety and well-being of students is provided (N Bhroin & King, 2020).
Conclusion
Ultimately, the partnership between educators and school social workers enriches the educational experience for studets in inclusive settings. In combining their expertise, they can address the academic, social, and emotional needs of students, promoting an environment where all students have the opportunity to thrive. This collaborative approach supports students' immediate educational needs and…
References
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional Learners: An Introduction toSpecial Education.
Ní Bhroin, Ó., & King, F. (2020). Teacher education for inclusive education: a framework for developingcollaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38-63.
Werner, K. M., Inzlicht, M., & Ford, B. Q. (2022). Whither inhibition?. Current Directions inPsychological Science, 31(4), 333-339.
Young, S., Hollingdale, J., Absoud, M., Bolton, P., Branney, P., Colley, W., ... & Woodhouse, E. (2020).
Guidance for identification and treatment of individuals with attention deficit/hyperactivity disorder and autism spectrum disorder based upon expert consensus. BMC medicine, 18, 1-29.
If the child responds well to one or more medications, then the medication with the lowest cost is prescribed. The cost is found taking into account the per-dose cost and the number of doses daily. A positive attitude is mandatory which is advised by the health care professionals and they help parents and care takers in developing a positive attitude in the management of medication. It may include positive reinforcements
But Canada took steps to defer sales of the medicine which was provoked by 20 sudden losses of lives; out of 14 were children, among those consuming the prescribed doses of Adderall XR. There were reported cases of about a dozen strokes, two among children. The deaths took place during 1999 in the United States. The Canadian retracting of the drug Adderall XR will not drive similar steps in
It is easier to focus on ADHD statistics for children of school age (5-17 years old), because diagnosing ADHD in preschool aged children is difficult. Data from the NHIS indicate that: In 2001-2004, 7.7% of children ages 5-17 were reported to have been diagnosed with attention deficit hyperactivity disorder (ADHD). Nine percent of White non-Hispanic children, 8% of Black non-Hispanic children, 2% of Asian non-Hispanic children, and 4% of Hispanic children were
Students with attention problems are more likely to succeed on academic tasks that are well-matched to their abilities and when instructed at their pace of learning. To gather data on how effective peer tutoting is, DuPaul and Henningson implemented their case study on an ADHD child, Don, by observing his behavior when given with the traditional teacher lecturing and when provided with peer tutoring method. The case study's result shows that
Some children also report mild stomachaches or headaches. Most side effects are minor and disappear over time or if the dosage level is lowered." Q4: Can their children become addicted to methylphenidate? While there has been a great deal of publicity in the media about how the drugs prescribed for ADHD have been abused, it is important to make a clear distinction between the pharmacological use of such drugs to treat
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
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