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Essay on adhd impact on family
ADHD analysis
Essay on adhd impact on family
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An academic consultation was requested by a special education teacher in regards to a student with a 504 for ADHD. Jimmy’s parents divorced four years ago. Jimmy lives with his father during the week and his mother Thursday nights and the weekend. Jimmy has a younger sister who attends a local technical high school. Jimmy has trouble completing homework and/or handing in completed work. He is unmotivated in school and does not enjoy school. When he is confronted with poor grades his solution is to work hard and “just get it done” however, he has been able to show improvement.
Jimmy is 16 years old in 10th grade. He is a 504 student with general education classes and a support study class. Jimmy is capable of completing class work without
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.
There is a student Emma, who has recently graduated from Austin High School, where 90/10 grading system is used; 90% of Emma’s grade is knowledge based with scores such as tests and projects, while her practice work such as homework is worth 10% of her grade. Emma, finds school somewhat easy and since homework was only 10% of her grade, so she often did not bother to do her practice work. Even though she did not do her homework through high school she managed to keep above a 3.00 GPA. When Emma enters college, she is shocked to see that she would have to complete homework, and that it would affect her grade drastically if she didn’t complete her homework. Emma is feeling unprepared and overloaded with work. She is not prepared for college,
most likely will not succeed because of the environment they are surrounded by. A student has trouble
While the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association) put forth a list of behaviors which predominantly fall in the category of ADD and/or ADHD, many researchers still maintain that there is no set way to diagnosis or develop a treatment program to these disorders which will be guaranteed to work. At the same time there is another set of researchers who maintain that these disorders actually do not exist at all. However, in the real world, parents and educators still continue to struggle with the task of coping with children who are hyperactive and who have very low attention span and whose behavior often interferes with schooling and family life. [Armstrong, 1997]
As much as ADHD is a medical impediment for the patient, it can almost be considered a privilege for a certain group of people, because they are allowed to assert that a certain set of behaviors belong to their “nature". To cope with the disorder, schools often offer students suffering from ADHD a host of accommodations, including special classes and teaching assistants to help them absorb the material at the level of their peers. Legal provisions exist that allow students with ADHD to be excused from standardized testing [1] and to be given additional leniency and resources in the classroom. The individual students themselves start to pick up that they are naturally distinguished or special in some way, because they have been stigmatized from a very formative age. This kind of thinking, while warranted in some scope, does not allow the children themselves to reflect and think critically about how outcomes in their school and life can be changed. Furthermore, the idea that their behavior is an immutable characteristic of nature can have devastating effects on their self-esteem and ability to succeed later in
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
As a college student, the amount of students on powerful meds for ADHD and ADD is shocking. It is a topic seen in every classroom and heard in many dialogues. Conversations can be overheard frequently about how easy meds are to get and how effortless it is to receive a diagnosis. However, while I know that a vast number of students are taking prescription drugs for ADHD, I don’t think that I ever realized the full extent to which this disorder was effecting America’s youth. It wasn’t until I spent my time volunteering as a paraprofessional in a fourth grade classroom that I felt I truly understood the weight that the number of ADHD diagnosis’s were having on our nation’s children. The supervising teacher I was working with told me that in her classroom of 22 children, six of them were on some sort of prescription medication for ADHD, and many parents that I spoke to tended to blow off the risk factors involved, remarking that the drugs improved their school performance. I was shocked at this figure, especially because after working with the children, even on the days that they forgot to take their medicine, I found that by using different methods of instruction, many of the children didn’t seem to have much less trouble focusing than the children who did not have ADHD. So when we were assigned this paper, I set out to disprove the myth that children who act out in school have must ADHD and need to be put on prescription drugs in order to do well in school.
Attention-Deficit/ Hyperactivity Disorder, otherwise known as ADHD, is the most common psychiatric condition effecting 9.5% of school-aged children in the United States (intuniv, 2013). If the disorder goes untreated, it will cause more long-term side effects and difficulties for the individual as an adult. Adults who have this condition face several adversities in every day life, such as impulsive behavior, low self-esteem and poor work performance. People are not aware of the complications that come with ADHD in adults. Not knowing the symptoms of the disease can cause people to not be sympathetic when they are interacting with someone with disorder.
When one thinks about mental disorders in respect to children, Attention Deficit Hyperactivity Disorder (ADHD) immediately comes to mind. Defined now as “children who are excessively active, are unable to sustain their attention, and are deficient in their impulse control to a degree that is deviant for their developmental level” (Loewenton, 2002), ADHD now affects up to 5% of schoolchildren and continues in roughly 60% of those youths as they age (Henderson, 2004). There are many different opinions re...
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common obstacles that some students face in the process of learning. ADHD is often confused with Attention Deficit Disorder (ADD). It is very important to understand the difference between ADHD and ADD. It is also very important to understand the symptoms and behaviors associated with ADHD, as well as the causes and treatments available. After a complete understanding of the basics of ADHD, a closer look at the education system is essential. The education of children relies on the teacher’s knowledge of ADHD, as well as parent student teacher relationships. There are also some important teaching tips that teacher can utilize in their teaching experiences of ADHD students.
“ On at least one North Carolina Campus, the University of North Carolina at Chapel Hill, the number of LD and ADHD students seeking eligibility for accommodations has almost doubled since 2002 and has grown eightfold since the 1980s. What’s more, the rate of growth is still accelerating.” (Vickers, 2010). The need for accommodations for LD and ADHD college students remains controversial due to the diagnoses being perceived by some as not legitimate. Today, the academic challenges faced by college students with LD and ADHD are improving due to support provided by coaching and positive phycology approach (Costello & Stone, 2012). Even though the two disabilities are categorized in different groups they share methods that can be integrated such as having counselors, peer tutors, and other services that will meet the student’s individual needs and future achievement. Colleges are looking for ways to better attend the rapidly growing population of students who have learning disabilities and Attention Deficit Hyperactivity Disorder and figuring out the best ways to facilitate their student’s success. With technology advancing everyday, college students have to know how to use a variety of advanced learning technologies to advance in their education. Students who are struggling with LD and ADHD can stumble across obstacles to equal access to these devices and successful learning in this new technological society.
From a biobehvioral view, Nate would often daze off in class. Being that he was diagnosed with ADHD and ADD, he had problems with staying focused and paying attention. In this case, the teacher was understanding of his diagnosis and allowed him time to re center and get back focus being that he did not take medication. From a behavioral view, when Nate actively participates in class, he is able to obtain meaning from the lesson and he understands his expectations. He is also able to keep up on the current assignments he is to track in his agenda book. When he records he assignments down in his book, the teachers praise him and tell him to keep it up. When he obtains a sufficient amount of signatures, he is able to receive his incentive of computer time. From an integrated view, Nate’s parents were often upset with him when he came home with no homework and did not understand why he was not able to keep up in school. The teacher had to explain to them some of the effects of an inattention disorder.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
As explained in class, we may have a student who never completes assignments and from that viewpoint, we determined that the student is a lazy person and more than likely does not care about the class. There exist that single chance of being correct on the inference of the students life; however, it so happened to turn out the student loves the discussions in the classroom but is struggling to find a balance between school, home, and work. The student may have collapsed in the wake of anxiety as soon as they sat down to begin a paper f...
The time some students put into a relationship can become absurd. In this way, we come across the student who never seems to have their work done or never has time to work on their work. This free time would normally be used to do important tasks for school, but rather is us...