Distractions O Train The Student With Adhd example essay topic

... (What is Attention Deficit Hyperactive Disorder? You have probably heard and may even have used the term hyperactivity. The notion is a modern one: there were no hyperactive children 50 to 60 years ago.

Today, if anything, the term is applied too often and too widely. The American Academy of Child and Adolescent Psychiatry (A ACAP) estimates that all teachers have in their classrooms at least one child with ADHD (Simmons, RG. 1993). Actually, hyperactivity is not one particular condition: it is "a set of behaviors" such as excessive restlessness and short attention span that are quantitatively and qualitatively different from those children of the same sex, mental age, and socioeconomic status (Guts key, T.R. 1991). Today most psychologists agree that the main problem for children labeled hyperactive is directing and maintaining attention, not simply controlling their physical activity. The American Psychiatric Association has established a diagnostic category called attention-deficit / hyperactivity disorder (ADHD) to identify children with this problem.

What are the signs of ADHD Professionals who diagnose ADHD use the diagnostic criteria set forth by the American Psychiatric Association (1994) in the Diagnostic and Statistical Manual of Mental Disorders: the fourth edition of this manual, known as the DSM-IV, was released in May 1994 (Soar, R.S. & Soar, R.M. 1994). The primary features associated with the disability are inattention, hyperactivity, and impulsivity. A child with ADHD is usually described as having a short attention span and as being. In actuality, and inattentiveness are not synonymous. Distractibility refers to the short attention span and the ease with which some children can be pulled off task. Attention, on the other hand, is a process that has different parts.

We focus (pick something on which to pay attention), we select (pick something that needs attention at that moment), and we sustain (pay attention for as long as is needed). We also resist (avoid things that remove our attention from where it needs to be), and we shift (move our attention to something else when needed). When we refer to someone as, we are saying that a part of that person's attention process is disrupted. Children with ADHD can have difficulty with one or all parts of the attention process. Some children may have difficulty concentrating on tasks (particularly on tasks that are routine or boring). Others may have trouble knowing where to start a task.

Still others may get lost in the directions along the way. A careful observer can watch and see where the attention process breaks down for a particular child. Symptoms of inattention, as listed in the DSM-IV, are: o Often fails to give close attention to details or makes careless mistakes in schoolwork, or other activities o Often has difficulty sustaining attention in tasks or play activities o Often does not seem to listen when spoken to directly Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) o Often has difficulty organizing tasks and activities o Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) o Often loses things necessary for tasks or activities (e. g., toys, school assignments, pencils, books, or tools) o Often easily distracted by extraneous stimuli o Often forgetful in daily activities (Soar, R.S. & Soar, R.M. 1993) What causes ADHD? ADHD is a neuro biologically based developmental disability estimated to affect between 3-5 percent of the school age population (Panksepp, J. 1998).

No one knows exactly what causes ADHD. Scientific evidence suggests that the disorder is genetically transmitted in many cases and results from a chemical imbalance or deficiency in certain neurotransmitters, which are chemicals that help the brain regulate behavior. In addition, a landmark study conducted by the National Institute of Mental Health showed that the rate at which the brain uses glucose, its main energy source, is lower in individuals with ADHD than individuals without ADHD (Brooks, D. 1985). The influence of heredity on temperament is increasingly considered, with activity level being one aspect of temperament that differentiates one child from another very early in development.

Approximately four times as many boys as girls are hyperactive. This sex difference may be due to differences in the brains of boys and girls determined by genes on the Y chromosome (Brooks, D. 1985). Prenatal hazards may also produce hyperactive behavior. Excessive drinking by women during pregnancy is associated with poor attention and concentration by their offspring at 4 years of age, for example.

With regard to diet, severe vitamin deficiencies can lead to attention problems. Vitamin B deficiencies are of special concern. Caffeine and sugar may also contribute to attention problems (Burton, N.W. & Jones, L.V. 1982). Even though the exact cause of ADHD remains unknown, it is known that ADHD is a neurologically-based medical problem. Treatment for ADHD Today there is an increasing reliance on drug therapy for ADHD. According to a resent research (Friend, M. & Bur such, W. 1996) 1.3 million American children take Ritalin, a 250 percent increase since 1990.

Ritalin and other prescribed drugs such as Dexedrine and Cy lert are stimulants, but in particular dosages they tend to have paradoxical effects on many children with ADHD. Short term effects of drug therapy include possible improvements in social behaviors such as cooperation, attention, and compliance. Research suggests that about 80 percent of children with ADHD are more manageable when on medication. But for many there are negative side effects such as increased heart rate and blood pressure, interference with growth rate, insomnia, weight loss, and nausea (Friend & Bur suck, 1996). In addition, little is know about the long-term effects of drug therapy. There also in no evidence that the drugs lead to improvement in academic learning or peer relationships, two areas where children with ADHD have great problems.

Because students appear to improve dramatically in their behavior, parents and teachers, relieved to see change, may assume the problem has been cured. It has not been cured. The students still need special help in learning. Even if students are on medication, it is critical that they also learn the academic and social skills they will need to survive. This will not happen by itself, even if behavior improves with medication (Gresham, F. 1981). Establishing the Proper Leaning Environment As all good teachers know, every student has unique interests, abilities, and learning styles.

In a successful classroom, this individual is respected. In fact, teachers use what they know about each individual to help students learn. This same care and respect can help the growing number of students with ADHD overcome some of the educational challenges that they face (Ei seman, J.W. 1989). o Consult the experts: meet with the child's parents, the child's previous teachers, and appropriate education specialists. The school nurse and pediatrician will have to be involved if medication is prescribed. o Other valuable information may come from the child's cumulative records and Individual Education Plans on file. o Be sure to inform art, music, or P.E. teachers of any needed adaptations for the student. o Display classroom rules. Classroom rules must be very clear and concise. o Provide clear and concise instructions for academic assignments. o Break complex instructions into small parts. o Show students how to use an assignment book to keep track of their homework and daily assignments. o Post a daily schedule and homework assignments in the same place each day. Tape a copy on the child's desk. o Plan academic subjects for the morning hours. o Provide regular and frequent breaks. o Seat the child away from distraction and next to students who will be positive role models. o Form small group settings when possible.

Children with ADHD can become easily distracted in large groups. o Find a quiet spot in the classroom (such as a place in the back of the room) where students can go to do their work away from distractions. o Train the student with ADHD to recognize 'begin work' cues. o Establish a secret signal with the child to use as a reminder when he or she is off task. o Help the child with transitions between other classes and activities by providing clear directions and cues, such as a five-minute warning before the transition. o Assign tutors to help children with ADHD stay on task. Tutors can help them get more work done in less time and provide constant reinforcement. o Focus on a specific behavior you wish to improve and reinforce it. Teachers can reinforce target behaviors by paying attention to the behavior, praising the child, and awarding jobs and extra free time. o Offer more positive reinforcements than negative consequences. o Explain to the student what to do to avoid negative consequences. o Reward target behaviors immediately and continuously. o Use negative consequences only after a positive reinforcement program has enough time to become effective. o Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations (Cohan, e.g. 1986). I believe that teachers and parents need to be aware of the symptoms of ADHD. It is essential to understand how those symptoms impact the child's ability to function at home, in school, and in social situations.

When the adults in the child's life understand the nature of the disorder, they are better able to structure situations to enable the child to behave appropriately and achieve success. It is important to remember that the child who has difficulty with attention, impulse control, and in regulating physical activity needs help and encouragement to manage these problems. I feel that a classroom environment that is rich in structure, support and encouragement can nurture success in all students. Completing this research paper has been an effective tool in reinforcing these concepts. Brain scan images produced by positron emission tomography (PET) show the differences between an individual with Attention Deficit Hyperactivity Disorder (right) and someone without the disease (left) (Zametkin et. al. 1990).