ADHD and it's effects on Children's Development - Research Paper Example

?Insert ADHD and its effects on and its effects on Children's Development Introduction Neurological weaknesses of an individual to understand information and acquire new skills in a particular area are referred to as learning disabilities (LDs). Although, everyone has differences of learning capabilities, individuals with learning disabilities face graver and more long-term problems. Learning disabled persons may experience difficulty acquiring new skills, either in education or employment facilities. These challenges may also affect independent lifestyle and social associations. Learning disabilities are normally first realized when minors begin to perform poorly in school. Parents and kindergarten teachers are usually the first to notice the signs of LDs at an earlier stage. This paper explores Attention Deficit Hyperactivity Disorder and its effects on children’s development. Significance of Learning disabilities Young victims of LDs may have problem learning fundamental skills in understanding or reading a text. Problem writing, calculating math, or reading may also point to LDs in children. Although, some learners may easily acquire basic skills, they may have difficulty putting to practice the skills in solving problems or a more complex school work scenario. Living with LDs can be taxing for not only the child, but his or her immediate relations (Willcutt, and Pennington 179). In many cases, the relations enjoy a reprieve when their child, who performs poorly, is properly diagnosed. The screening is a positive development, because it impacts additional assistance to the learning facility through meticulous minds and special instruction programs. Learners with learning disabilities should be incorporated in individualized education programs tailored to suit their special needs (Semrud and Nielsen 581). According to Cutting et al (259), children who meet the thresholds of the learning disabled are eligible for assistance through specially structured education founded on the distinct capacities, challenges, and modes of learning displayed by each case. Attention deficit hyperactivity disorder Attention deficit hyperactivity disorder (ADHD) affects the development of children, especially academically (Tsal, Shalev, and Mevorach 142). The disorder is characterized by low attention span and hyperactivity among victims, with each action being accompanied by another. The symptoms of ADHD start to show during the early childhood stage. ADHD is the most prevalent disorder that affects children, hampering their growth and development as well as the early childhood education (Semrud and Nielsen 581). The disorder can persist through adulthood. ADHD symptoms encompass difficulty staying attentive and becoming focused, problem controlling emotions and actions, and over-activity in their everyday life. ADHD is a permanent disorder with up to half of cases diagnosed in early stages of development persisting into adulthood (Roeyers, Keymeulen, and Buysse 565). Even though older people with ADHD have a tendency of formulating mitigating measures aimed to eclipse most or all of their disabilities, children are more unable to control the signs due to their development, which is still at its infancy. Although, the disorder is arguably more prevalent in boys than in girls, the discrepancy in favor of the latter, may partly be blamed on wrong diagnoses of instructors charged with the referral job. Regardless, ADHD management often involves a combination of administering medicines, modifications of lifestyles and the behavior of the victims as well as counseling. The symptoms of ADHD cannot be easily differentiated from other conditions, increasing the probability that the screening of ADHD might turn out to be inaccurate (Ring et al 572). Further, most medical experts lack the basic formal instruction in the screening and cure of the condition. This adds to the fact that screening and management of the health condition has been controversial in the contemporary world. The duel has pitted various stakeholders against each other; these include medical experts, instructors, administrative quarters, parents and media organizations. The significance of ADHD has witnessed active debate based on the employment of stimulant cures as a remedy for the complication (Roeyers, Keymeulen, and Buysse 565). Most healthcare facilities, however, concur that ADHD meets the thresholds of a serious disorder with contention within the scientific quarters basing their findings upon how the condition is screened and cured. ADHD Subtypes Inattentive type The inattentive type of ADHD is manifested in a child experiencing most of the following problems: failure to pay close attention to particulars or the making of reckless mistakes; experiencing difficulty maintaining concentration; showing no signs of listening; and struggling to meticulously adhere to the instructions given in the class. Other symptoms include, disorganization in personal life of a child; cases of a child shunning or showing dislike for consistent mental effort; constant misplacement of stationery needed for classroom tasks; showing signs of being distracted easily; and being forgetful in everyday activities (Tsal, Shalev, and Mevorach 142-157). Hyperactive type This kind of hyperactive type of ADHD is alternatively referred to as Impulsive type. A child with the problem experiences most of the following problems: fidgeting with arms while sitting; experiencing difficulty maintaining an upright sitting posture; being restless, moving around or climbing things excessively (Roeyers, Keymeulen, and Buysse 565). Other characteristics of hyperactive type include, showing difficulty participating in activities, inaudibly; talking excessively; yelling answers for incomplete questions in the class; showing problems waiting in line for others to be served first. The victim interrupts or joining groups where he or she is not welcome (Ring et al 572). Generally, hyperactivity disbars children from concentrating in planned lessons, as they constantly show signs of, and engage in trivial activities during formal lessons. Combined type ADHD combined type is attributed to a child displaying both categories of inattention and impulsive characteristics. This implies the presence of half a dozen or more characteristics of inattention and a similar number of symptoms of impulsivity (Willcutt, and Pennington 179). Most children exhibit the signs of the combined type of ADHD, thus making it difficult to formulate and implement effective intervention measures. On the one hand, a child with inattentive ADHD condition may need constant stimulation of his or her senses to remain alert. On the other hand, a hyperactive case would need the keeping of a watchful eye to check his or her attentiveness. In light of the challenging nature of the combined type, an integration of the efforts, which might prove very costly, could be the only remedy to the problem. Social effects of ADHD According to Tsal, Shalev and Mevorach (142-153), a young person below the age 18 years, who has been classified as having ADHD is impacted by the condition in social respects. ADHD can impact an unusual behavior of a child in a peer group. The child may exhibit signs of impatience, interruption, and restlessness. The repeated accompaniment of these acts in the everyday lifestyle of the child can strain the social ties of the child. Individuals with ADHD engage in actions that are usually perceived as disorganized, forceful, violent, impulsive, and or distractive. The social associations between these persons and their neighbors are usually awash with broken communication, lack of understanding and discontent (Cutting et al 259). Willcutt and Pennington (179) aver that ADHD can impact yelling, forcible acquisition of things or even a fight. Owing to the difficulty to control the recklessness that results from this disorder, a child diagnosed with ADHD can be embroiled in regular cases that upset or create social hostility around him or her. In most cases, this can transform into a permanent social challenge for a minor. According to Weyandt et al (382), a school going child with the condition may engage in acts that attract negative sentiments against him or herself by behaving in a manner that other children might perceive as unusual within the social group. During adolescence, Ring et al (572) say this challenge can aggravate as the victim may engage in social exclusion by adopting a solitary life. This particularly comes to play when long-term social relations and peer groups are being set up. ADHD cases, if left unattended, can result in permanent damage to a child’s social life through adulthood. On the contrary, not every child diagnosed with the condition has problems maintaining effective social ties with others. Regardless, for close relations of children who experience these challenges, there are a number of interventions that can be implemented to help mitigate the condition (Branch, and Cohen 35). Cutting et al (259) indicates the earlier the search for effective remedies is put to practice, the better the likelihood that the child can be spared of the long-term social problems. Cognitive effects of ADHD ADHD attracts cognitive problems. These are attributed to an intricate interplay of environmental factors (Cutting et al 259). Cognitive skills entail the academic knowhow about the various subjects in class. ADHD impacts cognitive skills, hampering effective learning of different subjects taught in class. Children with ADHD is unable to properly and easily interpret facts, think, arrange learning materials methodically, understand, organize his or her work, memorize, and effectively solve learning problems. Poor cognitive skills in children with ADHD impede faster, easier and more effective and enjoyable learning processes (Willcutt, and Pennington 179): instead, it impacts forcible, slow and ineffective learning initiatives, which eventually results in poor performance in class work. Cognitive skills may not be easily noticed or diagnosed since they are hidden. Differentiation Social and cognitive differences Although, stark differences exist between normal children and those that have ADHD condition, it needs a closer evaluation of the both cases to notice the differences. Sometimes the evaluator may give wrong diagnoses on gifted children. It is vital, though, to look into the conditions in which such actions exhibited by a child are problematic. Essentially, “normal,” but gifted children do not experience difficulty in all conditions: for instance, they may appear to one analyst as having ADHD, but to another as a “normal” case (Tsal, Shalev, and Mevorach 151-153). Alternatively, a child may be viewed as ADHD at a learning facility, but normal by the catechist or the parent. Close evaluation of the difficulty situation, generally exposes other aspects that trigger the actions associated with the problem. On the contrary, a child with ADHD essentially displays the “unusual” behaviors in almost all places, including home and within the learning facility; though, the degree of their “unusual” behaviors may change significantly from place to place, depending mainly on the nature of the environment (Roeyers, Keymeulen, and Buysse 565): that is, the actions are exhibited in all environments, but are more of a challenge in unfamiliar places. In the classroom, a child without ADHD’s perceived incapacity to stay alert is likely to be caused by monotony, curriculum, confusing learning methods and processes, or other environmental issues (Branch, and Cohen 35). Children without ADHD may take too long to wait for fellow classmates to pull alongside them, more so in a mixed class. Their particular level of educational achievement is usually higher than their real grade placement. Semrud and Nielsen (581) suggest that such children usually respond to simple or sluggish learning processes by divergent actions, interruptions, or other behaviors that they enjoy. This employment of additional time is usually the source of the recommendation for a diagnosis for ADHD. Willcutt and Pennington (179) indicate hyperactivity is a term that applies in both normal and those with ADHD disorder. In regard to the level of concentration, children having ADHD have a higher degree of movement, though the level of activity is usually present in all settings. A large number of children without ADHD conditions often exhibit high level of activity. About 25 percent may adopt a tendency of less sleep; however, their actions are generally based and channeled to more productive behaviors as opposed to ADHD cases (Branch, and Cohen 35; Semrud and Nielsen 581). The level of “normal” children's concentration usually consumes much of their time and energy on whatever they can enjoy. Tsal, Shalev and Mevorach (145-151 indicate that their particular actions may not necessarily match with the aspirations of instructors and or parents. According to Ring et al (572), whereas children without ADHD may have a very short concentration span in almost every case, with an exception of television, they can effectively concentrate for longer on tasks that they enjoy, and are less binding. Apart from watching television programs, computer games also comprise the tasks that do not require completion within a specific timeline; and besides, there are no immediate repercussions attached to them. Minors with ADHD often develop both continual and accidental tendencies; the gifted minor’s activity often is intermittent and channeled to particular objectives (Roeyers, Keymeulen, and Buysse 565). While the failure to conform to the teacher instructions or school regulations is increasingly being considered as a way in which ADHD manifests, Willcutt and Pennington (179) indicate that children without ADHD may vigorously question the status quo, sometimes establishing complex regulations which they anticipate others to conform to. Some ADHD cases resort to the struggle for recognition (Weyandt et al 382). These actions can impact discomfort for close relations. One feature of ADHD that lacks an equivalent in minors who are talented, is accomplishing different tasks. In virtually all environments, minors with ADHD develop a tendency of being highly episodic in the essence of their actions; that is, grades, and tasks. Additionally, the amount of time employed to complete tasks also matters (Willcutt, and Pennington 179). Gifted children regularly preserve consistent attempts and perform well in class, especially if they happen to approve of the instructor and the learning environment; however, they are academically challenged, because they may not wholly accept aspects of the tasks, especially when it involves repetition of ideas that they view as “unattractive.” A number of gifted minors may demonstrate high concentration and focus, to achieve an objective that satisfies their self-imposed goals. Differences between boys and girls According to Cosentino (1), young females with ADHD, often grapple with the problem of more serious impairment of the social position in the society than males. These include, problems making friends, unfriendly ties with family members, or the lack of being content with the various social settings. Additionally, the females with the ADHD are at a higher risk of suffering from depression than males with the disorder. In most cases, however, the females with ADHD suffer misdiagnosis or have their condition mistaken for depression because the former sex tends to conceal their symptoms. In light of this, the distinct challenges that girls with the disorder encounter, usually take longer to notice. Regardless, unlike girls' close relations, who are more concerned about their child’s health, boys are more likely to be left unattended to in the face of ADHD symptoms. Treatments Cognitive-Behavioral Interventions (CBI) CBI is a kind of treatment that is aimed to offer self-control lessons through oral means. These programs include verbal problem-solving mechanisms, cognitive development, and handling of personal effects, self-assessment, and self-reinforcement among other measures. Essentially, in a CBI, a therapist meets with a client once or twice a week in an attempt to teach the client modeling, and organization skills, and implementing cognitive strategies (Kooistra et al 195-206). These strategies are significant because they enable an individual to manage cases of inattentiveness and impulsive tendencies. An example of a CBI may be a case of instructing a child to whisper a “stop” remark when he or she is about to make a unnecessary noise during the lessons. Children diagnosed with ADHD often lack these personal abilities, and therefore, it was believed that developing such cues in them would contribute immensely toward their better learning processes (Roeyers, Keymeulen, and Buysse 565). Of late, CBI measures, however, are rarely being used due to the lack of strong evidence to reinforce its effectiveness. Clinical Behavior Therapy (CBT) According to Kooistra et al (203-205), CBT is a behavioral remedy, essentially aimed to educate instructors, parents or other significant players in the special education team. The training is based on the best practices such as contingency management initiatives with young learners. In general, the program often witness parents joining training programs in which they are offered the relevant readings and training in proven behavioral strategies (Roeyers, Keymeulen, and Buysse 565). Care professionals employing CBT often involve instructors through consultation initiatives, to educate them on proven behavioral techniques for implementation in the learning environment. The employment of an everyday account mechanism in which the well-behaved child receives prizes in the learning setting is a proven example of a proper CBT initiative for children diagnosed with the disorder. Intensive Behavioral Treatments The goal of intensive behavioral treatment options is the integration of contingency management and clinical behavior therapy (Kooistra et al 195-206). The result is a proper program that enhances self-discipline and socialization capabilities of a child with ADHD. The program witnesses children diagnosed with the disorder attend specifically tailored treatment programs such as a two-month session, to acquire better learning skills and behavior patterns. An example of such initiatives may involve children exploiting the chance to participate in summer camps where they are organized in manageable groups. Each group is then allowed to dedicate a specific period of time per day to behavioral treatments and other relevant instruction. Roeyers, Keymeulen, and Buysse (565) indicate the remaining time of the day is set aside for leisurely activities for the groups. In such processes, children’s actions are recorded and better performers given prizes by parents who are knowledgeable in managing children behavior at home (Weyandt et al 382). Conclusion Although, ADHD is a serious problem that impacts children development by hindering their future accommodation in the society, an estimated 30 percent of such cases seem to be fairly well accustomed and do not exhibit any signs of ADHD as adults (Willcutt, and Pennington 179); and whereas, credible pointers of such positive outcome in mature persons are still lacking, there are numerous factors that need to be mentioned: first, more effective cognitive functioning and higher performance in class are linked to better responses of the children to the various therapies. Second, the lack of “extreme” behavior and actions during childhood, especially in the early childhood, often results in a better results adulthood. Additionally, children diagnosed with ADHD, but manage to relate well with others are more predisposed to have improved status as adults. Owing to the significance of these factors to a child’s immediate relations, the society should be aware of the fact that impulsivity, inattentiveness, and hyperactivity, which are the main pointers to ADHD, may not directly impact the “unusual” adult complications that many victims of the disorder grapple with. Conversely, it is the individual actions; social and learning problems that ADHD children are exposed to, that contribute to “unusual” outcomes in adults. This implies proper interventions aimed to prevent the resultant developmental problems such as academic difficulties, social problems, and grave behavioral problems, could contribute toward the molding of the child into a more successful individual in future. Weyandt et al (382) established that careful assessment of the general developmental record of a child, therefore, is imperative. This is because such measures enable the parents and teachers to notice any developmental weaknesses, early enough for effective interventions. Fortunately, there have been many medical advances aimed to treat ADHD. In light of these, stimulants are on top of the list, in which case, products rich in amphetamine and methylphenidate substances being used more regularly. These medicines have been proven to enhance child concentration, fine motor control, self-discipline, manners, and social performance. In general, although ADHD is manageable, a lack of early and effective diagnoses and intervention measures often results in long-term repercussions in adulthood. Works Cited Branch, Walter B., and Cohen, Morris J. Academic achievement and attention- deficit/hyperactivity disorder in children. Journal of Learning Disabilities, 28.1 (1995): 35. Clarke et al. EEG Analysis of Children with Attention-Deficit/Hyperactivity Disorder and Comorbid Reading Disabilities. 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