BACKGROUND: Previous tests have revealed associations between ADHD symptoms and boredom proneness, sleep disorders, self-esteem and academic achievements in children. These affects can influence the overall academic achievement dramatically, especially the affect that academic achievement receives from self esteem in particular when a result of ADHD. A test was performed on a group of fifth and sixth graders where it was revealed that the scores on a self-esteem test are able to more accurately estimate the result of the child’s academic achievements, even more so than standardized tests. Theses results were profound, and as a result more tests were performed on young children with ADHD to see if a correlation could be determined. One test resulted in the discovery that children with high ADHD scores had statistically lower self esteem scores than the co-twin control group in children ages 8 and 13 year olds. But ADHD affects in academic achievements has only been frequently studied in younger groups, like children and adolescents, with little research done on ADHD’s affect on college students and their resulting academic achievements. This study is relevant because it is suspected that people who are diagnosed with ADHD may experience different symptoms as they age but will always have the disorder present, and perhaps it could be revealing itself through different behaviorisms. By conducting this study there could be a way to see if the past findings of ADHD related behaviors in young students are similar to the affects college students are having in their academic lives. Also, this research could determine if ADHD’s negative academic affects are only specialized to the college students with ADHD, or if the affects are r... ... middle of paper ... ...HD like the researchers expected, the results from the experiment could still help allow teachers to be more aware of the signs of a boredom prone student. Also, with this new knowledge teachers could try to use more interactive learning systems, and different methods of instruction to students who are more prone to boredom resulting in a rise in course grades and participation. Also, knowing that there was no correlation between having ADHD and doing poorly academically could help bring assurance to students in college who have the disorder, by allowing them to see that it has been tested and ADHD students aren’t any lower in GPA than the average student. REFERENCE: Castens, A. R., & Overbey, G. A. (2009). ADHD, Boredom, Sleep Disturbances, Self- Esteem, and Academic Achievements in College Students. Psi Chi Journal of Undergraduate Research, 14(2), 52-58.
As a student in the school system, there are many mental conditions that could affect how they perform on a daily basis. One of the most prevalent is Attention Deficit Hyperactivity Disorder (ADHD). This is defined as “a disorder characterized by a persistent pattern of inattention and/or hyperactivity (Gale Encyclopedia of Medicine). There is much research that is currently being done on this subject as it does impact many students in the K-12 system. As of 2011, it was estimated that around 11% of students had been diagnosed with ADHD. While seems like a small amount of students, it equates to about 6.4 million (Data & Statistics). A huge amount of children in school are having trouble focusing in
From this short experiment the Stanford professor gained valuable information. That children, as a early as four years of age, understand the most important principle for success is the ability to delay gratification. The ability to delay gratification is as simple as being self disciplined, which Joachim and the Stanford professor believes is the most important factor for success. The study didn’t finish there with just a marshmallow and a four year old kid. The Stanford professor took the data he gained from the experiment and correlated it with a follow up study with the same kids 15 years later. What he found out was that 100 percent of the children that had not eaten the marshmallow, when they were tested years back, were truly successful. They excelled in academics, were happy, goal oriented, good relationships with their peers, and were overall doing awesome. As for the kids that ate the marshmallow when they were tested, were in a complete opposite path in comparison. The kids were mostly in trouble, didn’t really excel academically, and didn’t have a bright future as those who didn’t eat the
ADHD and other disorders. In this paper I will prove that ADHD is over diagnosed
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.
The conclusion drew was that more research needs to be conducted to before drawing an absolute conclusion that genetics and neurobiology determine the patterns of ADHD
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).
Sleep loss and shifting sleep patterns are known to be widespread across college campuses throughout the United States and the world at large. Yet, while many studies exist relating sleep to performance, a much smaller amount of studies focus on the Through analysis of these sources as they would prove useful when researching and writing upon the idea of sleep and its correlation to academic performance it was found that a paper titled “Sleep-Wake Patterns and Academic Performance in University Students”, which was presented to the European Conference on Educational Research, is overall the most useful source represented to research the topic.
Pliszka et al. (1993) attempted to test Quay's theory empirically by investigating whether children with ADHD were less responsive at a physiological level to signals related to punishment than normal children in a classical conditioning experiment. Based on Quay's theory, they hypothesized that children with ADHD will show less of a conditioned response (change in heart rate and skin conductance) to a conditioned stimulus that has been paired with an aversive unconditioned stimulus (white noise) than normal childr...
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.
Attention Deficit Hyperactivity Disorder (ADHD), which is classified as a psychiatric disorder affects many adolescents. There has been a lot of research on the relationship between television and the possible harm it may have on children's ability to maintain focus. While most of the television programs are produced purely for entertainment, the violence that is portrayed is the primary message of most programs. This same concept also applies to video games, were the theme of most games involves, shooting, killing and annihilation. It would be safe to say that most of the content in video games has no educational benefit. The Swing et al, (2010) study found the following:
Therefore, academic failure can cause significant long-term consequences in adolescents’
The participants were three male Caucasian students, their ages range from eight to nine years old. All three male students were “diagnosed by a physician with ADHD” (p.160) and where taking medication. The settings took place in a rural school which the participants attended. “The sessions were done in the same classroom while they worked on independent assignments.”
However, in the second article, I found something interesting that caused huge impact on student attention. These factors are the academic level and difficulty of the academic curriculum. This new literature tends to focus on the environment that triggers this behavior in students rather focus on the reward and the positive reinforcement and I am very excited that I'm going to try these solutions for disruptive behaviors Instead of positive reinforcement.
Last, Dr. XXX, an expert in ADHD stated that one of the primary reasons why Phelps is so successful, is that he uses his disorder to actually hyperfocus on his swimming activity. Dr. XXX states that many genius level figures in history have been known to have ADHD including Steve Jobs (Inventor and Founder of Apple Inc.), Albert Einstein (Physicist), and Robin Williams (Actor/Comedian). He actually states that ADHD is a gift that allows and forces you to hyperfocus, “in the zone” on activities in their field of interest because of their excessive passion. In doing so, people with this disorder often perform better than the average person in their particular
ADHD often progresses into adulthood. The prevalence rates varies, however 1% to 6 % the general population of adults met ADHD DSM-IV criteria (Wasserstein, 2005). Barkley and associates (1990) research found that 50% to 65% of adult demonstrates deficits in social relationships, depression, low self-concept, antisocial behavior, drug usage or educational and occupational disadvantages. Current research suggests a shift in the symptoms, where the presentation of symptoms is decreased from a child to an adult. Volkow and Swanson (2013) characterized an adult with ADHD symptoms with hyperactivity manifesting as restlessness, whereas inattention may still be persistent in adulthood with carrying out task. Inattention is the most prominent symptom