Fred is a student in my class who has shown characteristics of frequent inattentive, submitting incomplete work as well as answers he does complete are correct. He also talks out of turn, interrupts other students when they talk, and sometimes offers rude comments. Even though, I send him to the principal’s office, it does not seem to help. To help accommodate Fred in the classroom, I must first go back to my knowledge from my ED543 Educational and Psychology of Exceptional Children class to link his behavior to how, when, and why Fred is inattentive, impulsive and hyperactive. By identify and assessing his behaviors, I will be able to select different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that appropriately meet Fred’s needs.
The psychological characteristics associated with Fred’s behavior have pointed to current research that supports the idea of two distinct characteristics of Attention Deficit/Hyperactivity Disorder (ADHD), inattention and/or hyperactivity-impulsivity. According to the Diagnostic and Statistical research, to be diagnosed with ADHD a child must display at least six of the characteristics of either Inattention or Hyperactivity-Impulsivity. Children who exhibit characteristics of Inattention typically demonstrate difficulty responding to direction, participating in organized tasks, and neglect to complete assignments that have been given to them at school or at home (2008). They are also prone to make careless mistakes in their schoolwork. Another symptom of inattention is the high susceptibility to boredom and distraction (2008).
Children who exhibit the characteristics of Hyperactivity demonstrates the inability to sit stil...
... middle of paper ...
...uired to make innumerable decisions regarding the delivery of instruction. Teachers’ beliefs and their work contexts are the two key factors influencing how teachers make decisions. Teachers’ work contexts also consist of social pressures on teachers’ decisions, for example, through IEP teams, and interactions with parents and colleagues. Students also provide a context, because each student brings a unique set of circumstances that teachers must consider when devising curriculum. These multiple contextual factors of teachers’ work interact with their beliefs when making decisions for their students.
Teachers use their professional knowledge and beliefs to select and adapt practices to meet the needs of their students, integrate the practices with the characteristics of the particular learning environment, and tailor them to their personal strengths as a teacher.
The book, Joey Pigza Swallowed the Key, describes Joey’s problems at home and school. The author, Jack Gantos, leads the reader to assume Joey is ADHD after he states, “I’m wired” (Gantos, 1998, p. 3). Although Gantos describes Joey’s issues in considerable detail, Gantos never explicitly articulates Joey’s diagnosis. This paper defines attention deficit hyperactivity disorder (ADHD) and the impacts on Joey’s behavior in academics, and social/family relationships. Finally, a critique is provided on the different interventions used to address Joey’s behavior.
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
The ADHD Rating Scale-IV is designed to be used with children ages 5 to 18 and consists of scales for the Home and School. The Home version is also available in Spanish. The scales are rated according to symptom frequency on a 4-point scale of 9 to 3 (never or rarely) to (very often) and each has 18 items. The checklists are designed to be completed by parents and teachers who have observed the child for six months. Divided across four age groups, the scores are reported as percentile ranks separately for boys and girls. The breakdown of age groups is from 5-7, 8-10, 11-13, and 14-18 for both the Home and School version. The rating scales produce three scores: Inattention (IA), Hyperactivity-Impulsivity (HI), and total. According to Lindskog (1998), “On both forms, the Inattention scale consists of the 9 odd-numbered items, and the Hyperactivity-Impulsivity scale consists of the 9 even-numbered items, which are alternated to reduce response bias.” It is notable that the reviewer states the ADHD Rating Scale-IV is not intended to be used alone in ADHD diagnosis, but rather should be used with other more comprehensive sources such as diagnostic interviews, behavioral observations, and behavior ratings (Lindskog, 1998).
As defined by Ministry of Health (2001), “Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in childhood are persistent overactivity, impulsiveness and inattention, although not all may be present” (p. v). Children may appear as though they are unfocussed, defiant, excessive risk takers or have difficulty performing simple tasks in comparison with their peers. In addition to a diagnosis of ADHD, children may also present with comorbidities such as learning deficits, mood disorders and antisocial characteristics (Ministry of Health, 2001).
Most people have heard of the term Attention Deficit Hyperactive (ADHD) disorder. “Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that interferes with an individual’s ability to attend to tasks (inattention), inhibits one’s behavior (impulsivity), and may interfere with a person’s ability to regulate one’s activity level (hyper-activity) in developmentally appropriate ways (Barkley 19)”. The most important job for teachers and parents is to separate fact from fiction, to clarify what we know and don’t know.
Attention-Deficit Hyperactivity Disorder, more commonly referred to as simply ADHD, is the most commonly diagnosed disorder among American children today. According to the National Institute on Mental Health an estimated 3 to 5 percent of school age children are affected by this disorder. (1) There are more diagnosed cases of ADHD of in the United States than there are anywhere in the world. The main symptoms of ADHD include "developmentally inappropriate levels of attention, concentration, activity, distractibility, and impulsivity." (1) While the number of people diagnosed with ADHD increases dramatically every year, there is still much about the disorder that is not understood. While scientists have deduced that ADHD originates in the brain, they still have many questions about the nature of it. The classification of Attention-Deficit Hyperactivity Disorder has become quite a controversial topic in American society today. There are some who believe that by recognizing the symptoms associated with the disorder as ADHD; science is simply putting a band-aid on a problem that could be otherwise corrected with behavior modification.
It is normal for children to have trouble focusing and behaving at one time or another. But for children with the disorder these symptoms are constantly occurring in their young lives. The symptoms continue and can cause difficulty in several settings. This behavioral disorder is characterized by inattention, impulsivity and hyperactivity. These symptoms usually occur together but one can occur without the other. When present, the symptoms of hyperactivity are almost always visible at the age of seven years and may be also visible at a younger age. The lack of attention is not completely obvious until the child faces certain situations, such as school work. A child with ADHD might have hard time paying attention, be easily distracted, have difficulty listening to others, daydream a lot, inter...
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.
The most common behaviors of ADHD fall into three categories: inattention, hyperactivity, and impulsivity. People with ADHD may show several signs of being consistently inattentive. They may have a pattern of being hyperactive and impulsive, or they may show all three types of behavior. Inattention is when people have a hard time keeping their minds on any one thing and may get bored with a task after only a few minutes. They may find it agonizing to do homework without getting bored. Often they will forget to plan ahead by writing down the assignment or bringing home the right books. When finally trying to do work they may find themselves drifting to something else; as a result, work will rarely get done.
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)
The DSM-5 describes ADHD as a disorder that is characterized by constant inattention and/or hyperactivity-impulsivity appearing in numerous situations more regularly and severely than is usual for individuals in the same developmental stage. There are three main types of ADHD; the first type is the predominantly inattentive type. Individuals being diagnosed with this form of ADHD show difficulty to follow conversations or instructions and are easily distracted. The second type of ADHD is the predominantly hyperactive-impulsive type, which manifests in restlessness and impulsivity. The third type of ADHD is a combination of both (Schilling, Walsh & Yun, 2011). For the sake of succinctness the author is not going to discuss each subtype separately, but rather provide a general account on the combined type of ADHD.
In 1902, a physician by the name of Sir George F. published a series of lectures to the Royal College of Physicians in England in which he described a group of impulsive children with significant behavioral problems, caused by a genetic dysfunction and not by poor child rearing?children who today would be easily recognized as having ADHD (NIMH 1). Attention-deficit hyperactivity disorder or (ADHD) is a developmental disorder characterized by distractibility, hyperactivity, impulsivity, and an inability to remain focused on tasks or activities. ADHD afflicts an estimated 3-9% of children, with symptoms usually appearing by the age of seven. Some key characteristics of the disorder include a person who:
The history of children with hyperactivity and intention is very dense. The diagnosis of ADHD has grown and changed a lot over the years, but the story of ADHD begins in 1798 (Lange et al., 2010). Sir Alexander Crichton was a medical doctor from Edinburgh who became an expert on mental illness. In the second of his books about mental illness, he wrote about attention disorders. He described people who are unable to focus or pay attention with the necessary amount of consistency (Lange et al., 2010). The distractibility of these individuals and the fact that the disorder is “born with a person” are two other similarities that his description have with the modern understanding of ADHD (Lange et al., 2010). Sir Alexander Crichton started the conversation that turned into the diagnosis of ADHD, but he the definition of the disordered changed a lot through history.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
First, I realized that, teachers carry a lot of weight on their shoulders and have great responsibilities. They have to balance the curriculum, students, parents, lesson plans, common core, and upper management and still maintain a professional demeanor. Second, educators must follow a strong code of ethics. They must be professional at all times with students and colleagues, keep confidentiality, not have or show any prejudice or bias, maintain safe and positive learning environments, help students with problems, and hand out disciplines accordingly. Lastly, I found that when you’re a teacher, your education never stops. Teachers are always trying to improve their own education and professional growth, both for the benefit of their students and for the benefit of themselves.