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This is a significant number that makes ADHD one of the most common learning and behavioral disorders to date. The number of American children and adults diagnosed with ADHD has significantly increased from over the years (Frame, 2003).
ADHD is a medical term and as it is a problem related to children, that educators and researchers in education should learn its explanation and the symptoms that help identify the problem. It is necessary to clarify the term ADHD because it is not a single behavior but a mix of complex patterns that it is sometimes called an “assemblage” (Marcus &Saka, 2006 cited in Goodwin, 2010, p.2). It is a condition that the National Institute of Mental Health (2012) explains as “one of the most common childhood brain disorders and can continue through adolescence and adulthood” (p.1). The most obvious symptoms are “difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity). These symptoms can make it difficult for a child with ADHD to succeed in school, get along with other children or adults, or finish tasks at home” (ibid, p.1). In order to be diagnosed, symptoms include inattentiveness, disruptiveness, as well as social and academic discrepancies in the child’s school or home settings. For example, this includes poor interactions with their parents, teachers, and classmates and a decrease in academic achievement. Children with ADHD endure these difficulties chronically and persist into adolescence and adulthood, negatively impacting their lives and the people surrounding them (Jones & Chronis-Tuscano, 2008). Many children are losing their battle with ADHD without the much needed help from their surroundings. ADHD cannot be categorized as a medical problem, but it is a behavioral and learning difficulty that needs to be effectively managed in the classroom by teachers and at home by the parents, because “there is currently no cure
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However, some medications of ADHD may be substituted with other treatment options such as behavior therapy in case patients develop risky health hazards and side effects. Researchers have also proved that healthy diets, appropriate lifestyle choices, and other treatment methods such as behavioral therapy can effectively help ADHD patients to manage their symptoms.
ADHD Author Institution ADHD Introduction The paper pursues to review evidence on the effectiveness or efficacy of cognitive behavioural therapies in addressing ADHD. According to Dobson & Dobson (2009), attention deficit hyperactivity disorder (ADHD) can be regarded as one of the prevalent childhood disorders that can continue throughout adolescence to adulthood.
They may often be misunderstood especially if they possess symptoms of the developmental disorder, ADHD. Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder characterized by inattention, impulsivity, and hyperactivity (American Psychological Association: np).
These children also experience impulsivity, as well as hyperactivity, resulting in difficulty in controlling their actions in both home and school. One of the hallmark features of ADHD is the impairment of a child's cognitive, as well as psychosocial, capacity.
ADHD is the most commonly diagnosed childhood disorder, affecting an estimated 3 to 5 percent of school-age children. It occurs more often in boys than girls, in some studies by a 5:1 ratio (Stern, 2001). Often they are overactive and impulsive as a result children with ADHD find it difficult to fit in at school.
There are those who, blessed with a broader understanding of child development and psychology, are more considerate of student’s backgrounds and life circumstances and how these affect their learning.
A simple search for ADHD on the internet brings multiple contents about the disorder, which is a clear indication of the high level of attention. Apart from the mere internet search, scholarly works including peer reviewed journals and books on ADHD are not