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ion, 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).
In 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
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