ADHA with young and adult. discussion 3 - Coursework Example

ADHD with Young Children and Adults: Discussion 3 ADHA with Young and Adult: Discussion 3 Recent Focus on Attention Deficit-Hyperactivity Disorder in Young Children and AdultsFor young children, the recent focus on ADHD is necessary because of the constantly changing causes, prevalence, and interventions for this disorder. According to Friend (2014), as the status of knowledge on formal diagnosis and effective treatment become common, so does the need for more research. An increase in knowledge base means a suitability of intervention measures for young children.

The causes of ADHD are presently comprehensible, early intervention measures are applicable, and more research is possible on young children (Martin, 2005). In addition, research indicates that children who continue with treatment into adulthood have better outcomes than those who stop intervention measures at childhood. It is difficult to predict long-term outcomes for young children undergoing intervention, and for that reason, there is a need to focus on strategies that are help young children transit into adulthood.

For adults, recent reports of misbehavior and transgression are being reported. Adults offer a range of intellectual abilities, which often depends on their social setting (Martin, 2005). The same way that lack of intervention measures affect the education and social relationships of young children, is the same way that adults expose themselves to problems at work and management of families. Adults with ADHD who failed to receive treatment as young children remember similar problems during their childhood.

Attention focuses on adults with ADHD because it is extraordinarily challenging to predict the long-term benefits of treatments (Friend, 2004), and for this reason, the need for a long-term perception on treatment. The need for separate intervention measures for adults, concerning changes in social lifestyle, call for the focus on ADHD in adults (Martin, 2005). Opinion about the Existence of ADHD for These Two Groups and Appropriate InterventionsIn my opinion, intervention measures must be mindful of the need to change intervention measures as a young child transits to adolescence, and finally to adulthood.

Students at a young age have fewer academic and social demands as compared to adolescents and adults. In the main, this means that although an intervention measure maybe effective for a child, the same intervention may fail to work for an adolescent who encounters a different social environment from that of a child or an adult. If the transition does not happen appropriately, young children and adults may lose the benefits they gained during early childhood intervention measures. This is detrimental to an adult’s development as they may face such challenges as the inability to maintain relationships with peers, or even engage in criminal activities.

Naturally, the emotional functioning of a child and that of an adult are different, and appropriate intervention measures for children must have a relationship with their future adulthood. ADHD hinders a range of intellectual abilities as it interferes with working memory. A person’s memory advances in life, and this is an important consideration in young children intervention measures. ADHD exists differently in the two groups and appropriate intervention measures must consider such differences, and the emotional and social changes that may occur as a child moves into adulthood.

In addition, development varies considerably for young children and adults. It is common to meet an adult who typifies the behavior and brainpower of a child, while in some cases, a young child may reason like an adult. For that reason, there must be flexibility in the design of formal assessments and appropriate interventions.ReferencesFriend, M. (2014). Special education: Contemporary perspectives for school professionals. (4rd Edition). Boston: Pearson.Martin, K. (2005). Special Education: Contemporary Perspectives for School Professionals, 4th Ed, Marilyn Friend Special Education: Contemporary Perspectives for School Professionals.

Pearson Education.