Preschooler With ADHD Disorder
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ADHD does not affect intellectual ability, individuals with this disorder are just as smart as others. Doctors and researchers are still not sure why some people have ADHD. Researchers show that the disorder of ADHD probably genetic and that it may be inherited. Scientists are also exploring other things that may be associated with ADHD. It is usually first diagnosed in childhood and often lasts into adulthood.
They may not be able to complete assignments in a timely fashion and may feel inferior to their classmates. These children may also suffer poor grades as a result”. “Children with ADHD are hyperactive. They may not being able to sit still at their desks, frequently getting up and wandering about the classroom, asking to leave the classroom to go to the nurse or the bathroom and/or acting out in various ways that distract other students. Teachers can become frustrated with this behavior, and consequently, students with ADHD are often in trouble. The hyperactive behavior can negatively affect school performance and learning”. (Nichols, 2010) “Children with ADHD are impulsive and, due to their condition, may act without forethought. They frequently blurt out in class, make noises, laugh at inappropriate times and interrupt others. Because of these actions that occur through no fault of their own, ADHD children may require separation from the group, which can negatively affect their socialization and friendships with peers”.Some of the symptoms of ADHD are often controlled with medication. If medication does not help control children with ADHD other methods are available to assist in controlling them, such as psychotherapy. Students with ADHD are often medicated to help control them. Children with ADHD are not acting willfully. Children with ADHD are not interrupting the class or being disobedient because they are bad, they are acting this way because of a disorder they have. If you keep this in mind, it will be a lot easier to respond to the child in a positive, supportive way. With patience, compassion, and plenty of support, teachers and parents can manage a child with ADHD.
They suggest the need for staff to be updated with medical research with behavioral interventions in the classroom of antecedent based strategies such as modified lengths of assignments, posting of rules and peer tutoring among others, and consequent strategies based on reward systems and reinforcements as well as academic interventions. They suggest the establishment of a support system for children with ADHD which includes increased time during testing, preferential seating in class, choice of a quiet place for testing purposes and increased length of assignments (Ibrahim, E., 2002).
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Coles, E., Pelham, W., Gnagy, E., Burrows-Maclean, L., Fabiano, G., et al. (2005). A Controlled Evaluation of Behavioral Treatment with Children with ADHD Attending a Summer Treatment Program. Journal of Emotional and Behavioral Disorders, 13(2), 99-112.
DuPaul, G., & White, G. (2006). ADHD: Behavioral, Educational and Medication Interventions. Education Digest, 71(7), 57-60.
Ibrahim, E. (2002). Rates of adherence to pharmacological treatment among children and adolescents with attention deficit hyperactivity disorder. Human Psychopharmacology, 17(2), 225-231.