Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Adhd education research paper
Adhd education research paper
Teaching adhd children term paper
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Adhd education research paper
As the school nurse, working with students with Attention-Deficit/Hyperactivity Disorder (ADHD) is challenging. Fowler (2002) stated the core symptoms of ADHD are developmentally inappropriate levels of inattention, hyperactivity, and impulsivity. These symptoms are not always seen in all students, it could be one or all. A student with ADHD might seem a little different from other students and sometimes not. An ADHD student might look and behave normally, but might only be dealing with inattentiveness. Parents do not want for their child to feel different, so they might not want others to know, except the school nurse, because they might be embarrassed. If a child is taking medications (scheduled or PRN), the staff should know, but again permission is needed from the parents. It is important for staff to know, because they can help you monitor the child’s behavior …show more content…
on the medication. They will be able to tell if the child missed the medication when they recognize the child behavior is different. Depending on how many times that student is brought into the nurses’ office because of missed medication, will show a pattern of behavior before and after the medication. Selekman et al (2013), recognizes the school nurse as having a major responsibility to document sequelae within the school (p.708). If I or a teacher feel the child is not having his academic needs met in school, then it is important for the teacher to reach out to the multidisciplinary team or IEP team for help.
According to Selekman, et al. (2013) a multidisciplinary team is form to implement and evaluate services and support for students with multiple issues (p.708). In USDOE (2003) it give the steps that have to be completed to help a student meet their academic goals. Have a meeting with the Individualized Educational Plan (IEP) team with the parent included to go over what the student’s educational goals are and how it needs to be changed and why. It might be good to check if the child has a specific learning disability, and if they do, then they will be under services for IDEA (p.5). The IEP will reflect what the student needs are and have goals that are reviewed annually (USDOE, 2003).The goals at an IEP meeting are determined by the input of the child’s parents (USDOE, 2003). Fowler (2002) said it well, “ADHD is not a matter of can’t or won’t. It’s a matter of can and will-with the right recognition and
help”.
The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
Just because your child is active, does not always mean to assume they have this disorder. Even though more and more kids are being diagnosed with ADHD, experts are saying that it’s often not the kid’s problem. Some cases of attention deficit hyperactivity disorder are coming back on how well of parenting the child is receiving. “When I first diagnose a child with ADHD, I tell the parents they need to learn behavior techniques, whether I’m prescribing medication or not,” (Patricia Quinn, M.D.)
Attention-Deficit Hyperactivity Disorder (ADHD), once called hyperkinesis or minimal brain dysfunction, is one of the most common mental disorders among children. (Elia, Ambrosini, Rapoport, 1999) It affects 3 to 5 percent of all children, with approximately 60% to 80% of these children experiencing persistence of symptoms into adolescence and adulthood, causing a lifetime of frustrated dreams and emotional pain. There are two types of attention deficit hyperactivity disorder: an inattentive type and a combined type. The symptoms of ADHD can be classified into three categories: inattention, hyperactivity, and impulsivity. This behaviour stops ADHD sufferers from focussing deliberately on organising and completing a specific task that they may not enjoy, learning new skills or information is proved to be impossible. An example of such behaviour is recognised by the report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behaviour. Such behaviour can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem. (National Institute of Mental Health 1999) There are also secondary symptoms which are associated with ADHD, such as learning disorders, anxiety, depression and other mood disorders, tic disorders, and conduct disorders. (Spencer, Biederman, and Wilens 1999 in Monastra V, Monastra D, George, 2002)
After reading the articles Driven to Distraction and Lost in Translation, both from Today’s Parent magazine, I have learned many new things. I learned that it is sometimes not very easy to pick out a child with ADHD, even if it is your own child. It could take years to discover that a child has ADHD. It can be easily detected once the child has entered elementary school. One of the signs of ADHD is falling behind in school, or acting up and not being able to pay attention for long periods of time. This causes frustration for the child, the parents, teachers and the other students in the classroom. It is difficult for parents because they do not want to believe that their child has a disability. It is even harder for the child because they are the ones that have to deal with the name calling, being held back a grade or two and just knowing that they are different. The issue of being different for a child living with ADHD is very stressful and could make the child not want to learn new things or pay attention in school. They just give up on trying to learn.
First, there are two different types of ADHD. An individual can be diagnosed with hyperactivity or impulsivity. Those with hyperactivity cannot sit still, talk excessively, and always act as if they are “on the go (intuniv, 2013). If diagnosed with impulsivity symptoms are blurting out words, have a hard time waiting on others and interrupt others regularly. These symptoms make you think of an undisciplined child and are not ones that will make you think of a disease. This disorder can go undetected for quite some time and that can cause unnecessary stress to an individual’s everyday life.
The purpose of this research was to describe and understand Attention-Deficit Hyperactivity Disorder (ADHD) and the most effective treatment options that are available today. ADHD is a mental health disorder that affects 3-9% of the population in ways that, if left untreated, can wreak havoc on the mind of the sufferer. It makes concentration difficult, large tasks seem insurmountable, and causes impulsive and hyperactive tendencies. Fortunately, research and experiments have led to new and effective treatments to help those who suffer from this disorder (Dupaul 8). This research examined journal articles and internet sources on the topic to help unlock the complexities of the disorder through scientific research. It also was a way to separate the myths of the disorder from the truths, while discovering the causes, diagnosis methods, and best treatment alternatives to battle this prevalent disorder.
ADHD, or Attention deficit hyperactivity disorder, is one of the most common childhood disorders and can continue through adolescence and adulthood. There are many symptoms associated with ADHD but the most common include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity. Scientists are not exactly sure of what causes ADHD but they are more comfortable with the idea that a lot of different factors play a role in its development, such as, genes, environment, brain injuries, sugar, and food additives. The most widely used treatment is the drugs but this is not the only way to treat ADHD.
The health care setting plays an integral role in the diagnosis and care of children with Attention Deficit Hyperactivity Disorder (ADHD). The diversity of services available and the pathways that child and family inevitably find themselves taking can be long and arduous, therefore finding a service that will meet the needs of both is crucial.
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
The American heritage Dictionary defines Attention Deficit Hyperactivity Disorder as, “an attention deficit disorder in which hyperactivity is present.” Attention Deficit Disorder is defined as, “A syndrome, usually diagnosed in childhood, characterized by a persistent pattern of impulsiveness, a short attention span, and often hyperactivity, and interfering especially with academic, occupational, and social performance.” ADHD is most often diagnosed during childhood and was formerly believed to have lessened and ended as the child matured but recent studies have found that between 35 and 50 % of all cases persist into adulthood.
Attention-Deficit Hyperactivity Disorder (ADHD) is very commonly known. Today, ADHD is one of the most common mental disorders among children. The NIMH (The national institute of mental health) predicts that it affecting 3 to 5 percent of all children(AACAP), with an approximate amount of 30% to 65% of these children experiencing persistence of symptoms into adolescence and adulthood (AACAP).There are three types of attention deficit hyperactivity disorder; Predominantly Hyperactive-Impulsive Type, Predominantly Inattentive Type, and Combination Type(ehow.com). The symptoms of ADHD can be classified into three main categories; hyperactivity, inattention, and impulsivity. These behaviors can interfere with ADHD sufferers’ ability to focus deliberately on organizing and completing a specific task that they may not enjoy. A case of this kind of behavior is recognized in a report written by the National Institute of Mental Health where one of the subjects under study was unable to pass schooling examinations due to her inattentive behavior (clinicaltrials.gov) These kinds of behaviors can damage the person's relationships with others in addition to disrupting their daily life, consuming energy, and diminishing self-esteem, depending on severity of their symptoms (adhd.com). In this paper, the multiple factors of how ADHD affects, and is handled, of those who undergo this disorder, are shown.
Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education services, the school district must devise a written individual education program (IEP) for the child, which includes related services. An IEP is a statement of a student’s special education and related services including speech services, psychological services, physical and occupational therapy, counseling and assistive technology and transportation. In addition, this legally binding, individualized plan outlines reasonable educational goals for the student and is reviewed and updated yearly.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
Children who have inattention, hyperactivity, and impulsivity could lead to a diagnosis of ADHD. Although it is normal for all children to exhibit these behaviors children with ADHD are more severe and occur more often. To receive a diagnosis of ADHD a child must have symptoms for 6 or more months and at a greater degree than other children the same age.