Attention Deficit Hyperactivity Disorder as a Major Problem in America: Symptoms and Treatment - Research Paper Example

 Abstract Attention Deficit Hyperactivity Disorder (ADHD) is a major distracting problem in the current world especially in America. It is dangerous since it starts from childhood and may continue throughout the adulthood, if not treated or cared properly. ADHD is a behavioral and developmental disorder which may either result in attention deficit or hyperactivity among the affected children which may affect the teaching and learning process. It may not be possible to teach ADHD affected children in a normal way and they might require special attention classrooms and special coaching methods. This paper analyses ADHD, its causes, symptoms, treatment in general and the teaching strategies a teacher can implement in the teaching of ADHD affected students in particular. Introduction “Attention-deficit/hyperactivity disorder (ADHD) is a common, impairing behavior disorder occurring in approximately 3%–5% of school-age children (American Psychiatric Association, 1994). More often than not, ADHD co-occurs with other problems such as oppositional behavior toward adults, conduct problems, and academic failure. Peer difficulties characterize the social ecologies of children with ADHD and constitute some of the most tenacious functional problems associated with ADHD” (HOZA ET AL, p.412). “ADHD is a medical condition that affects how well someone can sit still, focus, and pay attention. People with ADHD have differences in the parts of their brains that control attention and activity. This means that they may have trouble focusing on certain tasks and subjects, or they may seem "wired," act impulsively, and get into trouble” (ADHD) (Attention-Deficit / Hyperactivity Disorder (ADHD)) In fact, a major portion of ADHD affected children is not taking medicines because of the parents’ negligence or unawareness about the consequences of this problem in future. “While ADHD is often thought of as a childhood problem, it can sometimes linger into adulthood. And if you don’t know you have the condition, it could be wreaking havoc on your relationships” (Could You Have Adult ADHD? Recognizing Signs & Symptoms) Most of the people think that ADHD is prominent among children alone and the adults have nothing to do with it which is a wrong concept. “Childhood ADHD was associated with earlier first use of cigarettes, earlier progression to dailysmoking, and earlier use of illicit drugs” (MOLINA AND PELHAM, p.504) Learning is a complex activity which involves lot of psychological and intellectual aspects. Concentration is perceived as one of the pre-requisite for effective learning. Physical and mental health of the student, is also plays an important role apart from the teaching abilities of the teacher and the environment in which the learning takes place. Out of the above parameters mentioned, mental health of the student seems to be the most critical one in learning process. The mental health of the ADHD affected children will always be distorted and hence they may not be able to concentrate in the classroom. Specific learning strategies are required for teaching students with ADHD and moreover the teacher should have good awareness about the ADHD problem, its symptoms and causes in order to teach them properly. Symptoms of Attention-Deficit / Hyperactivity Disorder (ADHD) Difficulty in paying attention or concentrating on a particular topic is the main problem associated with ADHD. In some cases it can display lack of control over behavior and in some other cases it can result in over activity. “Studies show that children and adults with ADHD tend to have abnormal functioning, or dysregulation, of certain brain chemicals known as neurotransmitters. There also tends to be abnormal functioning in the nerve pathways that regulate behavior. In addition, children with ADHD may have certain parts of the brain that are smaller or less active than they are in children who don't have ADHD” (Could You Have Adult ADHD? Recognizing Signs & Symptoms) Failing to pay attention, trouble in sustaining attention, making silly mistakes, seems not to listen even when spoken to directly, has difficulty following through on instructions and often fails to finish schoolwork, often has problems organizing tasks or activities, avoids or dislikes tasks that require sustained mental effort such as schoolwork or homework, frequently loses needed items, such as books, pencils, toys or tools, Can be easily distracted etc are some of the other major symptoms of ADHD (Mayo clinic staff) Causes of ADHD The exact cause of ADHD is still unknown. But majority of the health professionals believe that heredity seems to be a major cause for ADHD. Persons having family members with ADHD are more volatile to ADHD. Brain injury, Environmental exposures (e.g., lead), Alcohol and tobacco use during pregnancy, Premature delivery, Low birth weight etc are other major suspected causes of ADHD (Attention-Deficit / Hyperactivity Disorder (ADHD)) Philip Shaw, MD, a psychiatrist at the Child Psychiatry Branch of the National Institute of Mental Health, led the team, which studied 220 children diagnosed with ADHD over a 15-year period. Using magnetic resonance imaging (MRI), the researchers tracked changes in the cortical thickness of the participants' brains. Normally, cortices reach a peak thickness at around age 7 or 8, and then get thinner as the child matures. But in children with ADHD, the researchers found, this peak thickness doesn't occur until around age 10 (ADHD: Delay or deviation?) Types of ADHD ADHD can be classified into three categories; ‘Predominantly hyperactive-impulsive, Predominantly inattentive, Combined hyperactive-impulsive and inattentive. If majority of the symptoms (six or more) related to hyperactivity, it will be predominantly hyperactive –impulsive type where as if the majority of the symptoms (six or more) related to inattention category, it will be predominantly inattentive type. (Children with this subtype are less likely to act out or have difficulties getting along with other children. They may sit quietly, but they are not paying attention to what they are doing. Therefore, the child may be overlooked, and parents and teachers may not notice that he or she has ADHD) If the symptoms include six or more than six numbers each of, predominantly hyperactive –impulsive type and predominantly inattentive type are classified into Combined hyperactive-impulsive and inattentive type. Most of the children with ADHD belong to Combined hyperactive-impulsive and inattentive’ (Attention Deficit Hyperactivity Disorder (ADHD)) As per another classification There are three different types of ADHD, including: combined ADHD (the most common type), which involves all of the symptoms, inattentive ADHD (previously known as ADD), which is marked by impaired attention and concentration, hyperactive-impulsive ADHD, which is marked by hyperactivity without inattentiveness (Attention-Deficit/Hyperactivity Disorder: Symptoms of ADHD) Teaching methods for ADHD affected children ADHD symptoms can take place quiet regularly and the teachers who often interact with these children must take extreme care if they notice any of the symptoms of ADHD. The attentions of these children often fluctuate from one thing to another and they will never be able to concentrate in the class. ‘They will sometimes talk loudly without any interruption and will never get relaxed or sit somewhere and watch things going on. They can be easily agitated and could be violent at times. They will forget whatever the things learned may not exhibit much attention in the learning process. Their patience will be limited and may often make unnecessary comments. They will get bored if the actions which they perform are not enjoyable and they will never follow any organized pattern in their activities. Their moods will be changing rapidly and they often display short temper.’ (Attention Deficit Hyperactivity Disorder (ADHD)) The teacher should keep an eye always on the problematic student in order to make him more attentive. Moreover, it is better to start the class with a specific signal so that all the students may get the warning signal to be careful and attentive. Children with ADHD should be taught in separate classrooms because of the problems they can create to other normal students. The teachers must be given special training for teaching such children in the specially designed classrooms. Moreover, apart from the academic knowledge in their subjects, such teachers should be trained to learn more about ADHD. The intelligence level of students with ADHD will be similar to that of the normal students and their abilities are also like that of a normal student. The teacher should have a sound knowledge about the tastes and interesting things of ADHD affected children in order to make his class more interesting to them. Moreover, the teacher should exhibit lot of patience, consistency and creativity in teaching such students. The teacher’s creativity and temperament will be tested immensely by these types of students. Some of the ADHD students might have interest in Baseball or football like sports activities. The difficult principles of physics or science can be taught using examples from these sports activities in order to catch the attention of the ADHD affected children. “To head off behavior that takes time from other students, the teacher can work out a couple of warning signals with the student who has ADD/ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson” (Belmonte) Non verbal communications through gestures, facial expressions, symbols using hands or shoulder etc can be used by the teacher more effectively while teaching ADHD students. It is not possible for the teacher to run after the student always in order to catch his attention. Nonverbal communication through body languages can be used as warning signals to problematic students without shifting the attention from others. The teacher should take more care while teaching difficult topics and giving instructions to these students. Difficult topics must be taught in the morning session as the attention will be more during these periods. The teacher should never try to give more than one instructions at a time. The classrooms and the learning areas must be located in silent areas in order to capture the attention of the ADHD affected children more. The teacher should ask questions to these students privately and should never blame or punish these students publicly. The inability to answer the teacher’s question may distract him and he will lose whatever the interest left in him for studying. The duration of the class should not be so long as the ADHD affected students need periodical relaxation in order to release his stress or tensions. The student with ADHD may remain quiet by suppressing lot of thoughts going on through his mind. He must be allowed to release his suppressed energy in some ways by allowing his frequent breaks. Conclusions ADHD syndrome is a major mental disorder which can affect a person’s life in the childhood and also in the adulthood if not treated properly. ADHD can affect a student because of lot of reasons like genetic, environmental, accidental etc. Though it is difficult, the identification of ADHD at early stages itself is essential to develop, teach or treat these children effectively. Special teaching methods and learning tasks are needed for these types of children in order to catch their attention effectively and long enough transfer the knowledge. The teacher should exhibit immense patience, temperament and creativity while teaching students with ADHD. References 1. ADHD, 2009, Retrieved on 5 September 2009 from http://kidshealth.org/teen/school_jobs/school/adhd.html# 2. ADHD: Delay or deviation?, 2008, Monitor on Psychology Volume 39, No. 2 February 2008, Retrieved on 5 September 2009 from http://www.apa.org/monitor/feb08/adhd.html 3. Attention-Deficit / Hyperactivity Disorder (ADHD), Retrieved on 5 September 2009 from http://www.cdc.gov/ncbddd/ADHD/ 4. Attention-Deficit/Hyperactivity Disorder: Symptoms of ADHD, 2009, Retrieved on 5 September 2009 from http://www.webmd.com/add-adhd/guide/adhd-symptoms 5. Attention Deficit Hyperactivity Disorder (ADHD), 2008, Retrieved on 5 September 2009 from http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml 6. Belmonte, Joelle, 2008, ADD/ADHD in the Classroom, Retrieved on 5 September 2009 from http://helpguide.org/mental/adhd_add_teaching_strategies.htm 7. Could You Have Adult ADHD? Recognizing Signs & Symptoms, 2009, Retrieved on 5 September 2009 http://www.webmd.com/add-adhd/adult-adhd-symptoms-9/relationships 8. HOZA Betsy, Hinshaw Stephen P., Bukowski William M., Gold Joel A., Kraemer Helena C. Pelham Jr. William E., Wigal Timothy & Arnold L. Eugene, What Aspects of Peer Relationships Are Impaired in Children With Attention-Deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology Copyright 2005 by the American Psychological Association 2005, Vol. 73, No. 3, 411–423 Retrieved on 5 September 2009 from http://www.apa.org/journals/features/ccp733411.pdf 9. Mayo clinic staff, 2009, Attention-deficit/hyperactivity disorder (ADHD) in children, Retrieved on 5 September 2009 from http://www.mayoclinic.com/health/adhd/DS00275/DSECTION=symptoms 10. Molina Brooke S. G., Pelham, Jr William E. Childhood Predictors of Adolescent Substance Use in a Longitudinal Study of Children With ADHD Journal of Abnormal Psychology Copyright 2003 by the American Psychological Association, Inc. 2003, Vol. 112, No. 3, 497–507 Retrieved on 5 September 2009 from http://www.apa.org/journals/releases/abn1123497.pdf Read More