ADHD In The Classroom: A Case Study

Introduction
Attention deficit hyperactive disorder, or ADHD, is a developmental disorder that is extremely prevalent in school-aged children. In fact, according to the Center for Disease Control and Prevention (2016), about eleven percent of children between the ages of four to seventeen had been diagnosed with ADHD as of 2011. These numbers increase steadily every year. The disorder can affect a child in many ways which can therefore hinder his or her performance in the classroom. Because of this, it is imperative to recognize the symptoms of ADHD in a child and send him or her for extra assistance. Two effective ways in aiding attention deficit hyperactive disorder are through medication and counseling. Applying these methods to children

ADHD is a neurobiological condition defined by the presence of severe and pervasive symptoms of inattention, hyperactivity and impulsivity (Daley & Birchwood, 2010). ADHD can interfere with many aspects of a child’s life. One of the biggest concerns of professionals and parents is schooling children with attention deficit hyperactive disorder. The article, “ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom,” (2010) breaks down the disorder and classifies the differences in cognition and actions between children with ADHD of different age groups. Although ADHD is generally perceived as affecting children of elementary school age, the disorder is also prevalent in pre-school children, high schoolers, and sometimes adults (Daley & Birchwood, 2010). Although the numbers are low, Daley and Birchwood’s (2010) research says that ADHD is identified in two

There is a good chance that the child will fall behind in the classroom because of his or her inability to pay attention. Therefore, the child may end up feeling helpless and discouraged. At this point, it is ideal for a parent or teacher to intervene. After the child has been assessed, he or she may be sent to the school counselor for extra attention if the case of ADHD is severe enough. Shari Tarver-Behring and Michael E. Spagna, two authors for Counseling and Human Development, discussed effective methods for aiding children with ADHD in their article, “Counseling With Exceptional Children.” Tarver-Behring and Spagna (2005) suggest that one of the most effective ways of treating children with ADHD involves behavior modification. Children can learn to stay on task more efficiently using positive reinforcement. The authors (2005) specify that a child may benefit from three cognitive strategies that can be taught to the child through behavioral counseling. Teaching a child affected with ADHD to self- monitor, endures allowing the child to use self-reminder statements to increase awareness and control his or her behavior. By counseling a child into practicing self-instruction, he or she may learn to follow self-directed instructions in situations that may cause difficulty. Lastly, a child who is taught to use self-reinforcement can praise and reward himself or herself for good behavior