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ADHD in Children, 2006.
An overview of the definition, cause and treatment of attention-deficit hyperactivity disorder (ADHD) in children.
2,702 words (approx. 10.8 pages), 14 sources, MLA, £ 56.95
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Abstract
Attention-deficit hyperactivity disorder (ADHD) is one of the most commonly diagnosed mental disorders among children, although it is sometimes diagnosed in adults if there is an indication that the symptoms were present in childhood. This paper looks at how pediatricians have attempted to define the disorder, how it is diagnosed and also looks at the range of drugs that can be prescribed to treat it. In particular, it looks at the hypothesis that the symptoms of ADHD are not solid enough to just prescribe a drug to treat children who may or may not have a serious mental or social disorder and reviews both sides of this argument presenting expert opinions to support the thesis.
From the Paper
"The proximate cause of ADHD is not conclusively known, although research is ongoing in many areas. Most scientific evidence suggests that, in many cases, the disorder is genetically transmitted and is caused by an imbalance or deficiency in particular chemicals that regulate the efficiency with which the brain controls behavior. Brain scan technology has indicated differences in the symmetry, metabolism, chemistry, and size of the brain in those who have ADHD, although there is as yet no clear determination of the source of these differences. A 1990 study from the National Institute of Mental Health connected ADHD with a series of metabolic abnormalities in the brain, providing evidence that ADHD is a neurological disorder. "There appears to be a link between a person's ability to pay continued attention and the use of glucose--the body's major fuel--in the brain."
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ADHD Children and Behavior Therapy, 2005.
A look at ADHD children and how behavior therapy is necessary with the use of medication.
3,541 words (approx. 14.2 pages), 13 sources, MLA, £ 68.95
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Abstract
The paper explains as to what is meant by attention deficit/hyperactivity disorder and how it affects children. The symptoms of the disorder are also discussed. Thereafter, the paper deals with the different aspects of the treatment for this disorder. In terms of the treatment, the paper emphasizes medications and behavior therapy and explains the important role played by both these approaches separately and in terms of a combined approach, as well, and finally ends with a concluding note.
From the Paper
"Attention-deficit/hyperactivity disorder, occasionally named as ADHD, is a continual state and the most usually detected behavioral disorder in children and adults. 3 to 5 percent of the school going children suffers from this disorder in a 6-month time frame. (Children's Mental Health Facts: Children and Adolescents with Attention-deficit/Hyperactivity Disorder) ADHD affected children usually show problems in several spheres of operations as well as interpersonal communications with other children and adults, activities in school, and obedience with societal norms for the right behavior. (Nolan; Gadow; Sprafkin, 72) Even though several of these youths might not be securing top marks in educational institutions, a bulk of these possesses average or above-average aptitude. (Children's Mental Health Facts: Children and Adolescents with Attention-deficit/Hyperactivity Disorder)"
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The Effects of ADHD on Children, 2005.
An overview of this disorder and how it impacts children.
1,125 words (approx. 4.5 pages), 5 sources, £ 30.95
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Abstract
This paper identifies the important issues related to ADHD in children. It is evident that this disorder often causes confusion and additional problems for children in the school environment, and that medication is one of the most effective alternatives in treating the disorder and in controlling its symptoms. The paper shows that the disorder is treatable, yet it does provide complications in school-based settings.
From the Paper
"The study of Attention Deficit Hyperactivity Disorder (ADHD) encompasses a wide variety of issues worth further examination. For children that have been diagnosed with this disorder, it is possible to conduct a normal existence with the support of family and teachers, as well as with various treatment options, which are designed to control the symptoms of the disorder that affect children's attention span and the ability to perform effectively in the school environment. It is expected that without proper attention and treatment of the disorder, there will be numerous complications to manage, and children at a vulnerable state in their lives may find that these problems are too difficult to bear. The following discussion will identify the issues related to ADHD in children in modern society, including the effect of the disorder on daily living, diagnosis, treatment, and management of the disorder to preserve a normal, routine existence".
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Self-Management and ADHD Children, 2006.
This paper discusses the use of self-management by teachers as an alternative to or in combination with medication for children with Attention Deficit/Hyperactivity Disorder (ADHD).
2,100 words (approx. 8.4 pages), 3 sources, APA, £ 45.95
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Abstract
This paper explains that self-management is a behavioral technique, which teaches individuals to recognize their own behaviors, set behavioral goals and record and reinforce their own behaviors that can be used to decrease negative or increase positive target behaviors and is one of many ways to help students self-regulate their behavior. The author points out advantages of the use of self-management for students with ADHD as presented in the reported research projects: (1) Instills self-regulated behavior; (2) improves on-task behavior, productivity of work completed and accuracy; (3) used successfully with children in other disability categories and (4) meets many of the educational intervention requirements such as maintaining a schedule and emphasizing time limits. The paper identifies limitations or disadvantages of using self-management: (1) This process requires a lot of time from both the teacher and the students involved, (2) must be implemented consistently despite challenges or apparent failures and (3) uses rewards, which too often detracts from the intrinsic motivation to succeed.
Table of Contents
Introduction
Background and Rationale
Using the Research to Implement Self-Management
Advantages and Limitations
Implications and Conclusions
From the Paper
"Reviewing the studies by Reid et al. (2005) and Barry and Messer (2003) provide a practical explanation of how educators can implement self-management as a behavioral intervention in their classrooms. Both articles present studies containing elementary students in grades 3-8, who were taking stimulants for treatment of ADHD symptoms, and enrolled in general education settings. Each study describes how the researcher was able to specifically implement self-management to assist students. While the locations, length of study, and other dependent variables varied, the procedure was similar in both. First, students chose reinforcers that they found motivating. Teachers negotiated ones they could reasonably provide. The argument behind this was that student choice would increase the likelihood that the consequence would be reinforcing, thereby increasing motivation for each individual student."
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Children With ADHD, 2004.
An analysis of ADHD in children through a review of the journal article, "Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement," from the "Journal of Abnormal Psychology".
950 words (approx. 3.8 pages), 1 source, MLA, £ 23.95
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Abstract
This paper discusses the journal article, "Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement," from the "Journal of Abnormal Psychology". The paper claims that this article is a significant report on the condition of ADHD in children. The article opens by acknowledging the significant academic difficulties that are experienced by students with ADHD, which are well-documented in many studies. The paper explains that there has been a significant lack of research documenting the specific ways in which the comprehension and memory processes for complex, interconnected information differ between ADHD and normal children. The paper presents one of the effective methods that may be used to research these comprehension and memory processes: televised stories.
From the Paper
"In order to measure visual attention levels, researchers have had both ADHD and non-ADHD children view one television program in a room with no toys, and another television program in a room with toys. With no toys in the room, both ADHD and non-ADHD children averaged over 90% visual attention to the program. With toys in the room, ADHD children had a far larger drop in the amount of visual attention paid to the program than the non-ADHD children. There was no difference in the understanding of factual events between the groups of children. The ADHD group did have a larger drop in their understanding of causal relations compared to non-ADHD children when toys distracted them from the program. The question, then, is why the ADHD children are able to maintain this understanding of factual events, but not of the causal relations. Possible causes proposed include that children with ADHD shift visual attention more frequently which disrupts the continuity of the story processing, or that ADHD children look at the television for shorter spans of time with toys present which would also impair ability to construct the story."
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Children with ADHD.
This paper evaluates research reported in the "Journal of Abnormal Psychology" on February 1, 2004, in the article, "Difficulties in Comprehending Causal Relations among Children with ADHD: The Role of Cognitive Engagement," by Elizabeth Pugzles and assoc
915 words (approx. 3.7 pages), 1 source, APA, £ 22.95
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Abstract
This paper explains that the overall conclusion of this research is that children with ADHD are no less capable of comprehending information from stories presented in television shows than non-ADHD children; however, if there are distractions present, ADHD children will not pay as much attention to the television and, therefore, will not have as complete of an understanding of the story presented as non-ADHD children who did not become distracted by the toys. The author points out that one of the reasons children with ADHD, as well as adults with ADHD, do not keep their visual attention fixed in one place for as long as non-ADHD children is their inability to maintain attentional inertia, which is linked to cognitive engagement. The paper raises some questions criticizing this article: (1) who wouldn't be distracted by toys rather than watching television, and (2) does the withdrawal from the medication skew results?
From the Paper
"The results show that without the toys as a distraction, ADHD and non-ADHD children have very similar test results; 90 percent visual attention is paid to the television by all children if there is not a source of distraction. These children also had similar test results when asked questions to show their understanding and recollection of the show they watched. However, when toys (distractions) were added to the experiment, there was a very measurable difference between the ADHD children and non-ADHD children in their ability to understand causal relations and understanding of factual events from the TV show."
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Children and ADHD, 2007.
A discussion of the article "Difficulties in Comprehending Causal Relations Among Children With ADHD: The Role of Cognitive Engagement" by E.P. Lorch.
1,092 words (approx. 4.4 pages), 1 source, MLA, £ 26.95
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Abstract
The paper looks at a study that measured the comprehension and memory processes in children with ADHD. The paper describes how the child participants were observed in several situations that were designed to measure the attention levels of the children, as well as their ability to recall details. The paper presents a critique of this article and concludes with the personal belief that the best thing for children with ADHD is for parents to understand their condition of ADHD.
From the Paper
"There has been only a small amount of specific research done on the subject of comprehension and memory processes for complex information in ADHD affected children. These researchers utilized televised stories (TV shows) to test the participating children. The TV shows were shown to children, some with ADHD and others without any learning disabilities. The experiments were done in a room with toys, and again in a room without toys as distractions. The researchers used 70 children with ADHD, and 64 children without ADHD. The children who were being medicated for ADHD did not take their medication on the day of the test."
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Attention Deficit Hyperactivity Disorder (ADHD), 2006.
A look at how making educational accommodations by manipulating the classroom is an effective way of teaching and including ADHD children in an inclusive elementary school classroom
2,025 words (approx. 8.1 pages), 6 sources, £ 55.95
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Abstract
Children with ADHD learn in a variety of ways, not just through rote memorization and a rigid curriculum. This paper discusses the technique of educational accommodation and how it allows the teacher to modify the classroom for the unique student and how he or she learns best. The paper explains that educational accommodation in the form of classroom management is an effective and efficient technique used to help children with ADHD in an inclusive elementary classroom. The facets of classroom management are easily within the teacher control.
From the Paper
"Making educational accommodations, by manipulating the classroom environment, for elementary-aged children with attention deficit hyperactivity disorder (ADHD), is a technique teachers can utilize to prevent behavioral problems in an inclusive elementary school classroom setting. Attention deficit hyperactivity disorder (ADHD) affects approximately 5 percent of school-age children (Glass & Wegar, 2000). As Glass (2001) notes, children with ADHD "often poses a significant problem in the classroom for students and teachers alike. Children with ADHD are at an increased risk of academic failure due to the troublesome characteristics."
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ADHD, 2002.
A look at ADHD in children.
2,400 words (approx. 9.6 pages), 14 sources, £ 61.95
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Abstract
This paper examines ADHD in school age children and adults. Such issues as etiology of the disease, available treatment, culture and gender issues were also discussed. The Paper concludes with an examination of the prognosis of ADHD.
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Medication in the Classroom, 2002.
A look at the impact of using medication to alter student behavior in the classroom with an emphasis on ADHD children.
1,650 words (approx. 6.6 pages), 6 sources, £ 42.95
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Abstract
This discusses changing students' behaviors with medication in the classroom. Using the most recent literature, the author discusses the impact treating ADHD children will have in the classroom in relation to community expectations for schools and teachers.
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Attention Deficit Hyperactivity Disorder, 2002.
An overview of the diagnosis and treatment of Attention Deficit Hyperactivity Disorder (ADHD) and discussion of whether children actually grow out of it.
2,900 words (approx. 11.6 pages), 9 sources, £ 73.95
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Abstract
This paper seeks to determine whether any children suffering from ADHD ever really 'grow out of it', identifies and analyzes the specific factors involved, discusses what treatments may be administered to assist the process, and draws appropriate conclusions as to the veracity of the data in the sources which have been consulted. The difficulties involved in diagnosing Attention Deficit Hyperactivity Disorder in adults are also examined, as is the question of whether these difficulties trigger uncertainty about the scope of adult ADHD and subsequently hinder any true understanding of how many children grow out of ADHD.
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ADHD and Classroom Management, 2005.
An overview of attention-deficit hyperactivity disorder in children and effective strategies for classroom management
3,484 words (approx. 13.9 pages), 8 sources, MLA, £ 68.95
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Abstract
Combined with an increasing awareness of the problem of ADHD, a better understanding of its causes and treatment has emerged in recent years. These findings are discussed, followed by an overview of some of the typical problems that are encountered in the classroom with ADHD children. An assessment of effective classroom management techniques that have been identified for children with ADHD is followed by a summary of the research and relevant recommendations in the conclusion.
Outline:
Introduction
Causes of Attention-Deficit Hyperactivity Disorder
Treatments for Attention-Deficit Hyperactivity Disorder
Typical Problems Associated with ADHD Children in the Classroom
Increase the Use of Positive Reinforcement
Providing a Sufficient Number of Bridging Opportunities
Help ADHD Students Relate Classroom Learning to Their Personal Lives
Self-Monitoring to Improve Focus
Conclusion and Recommendations
References
From the Paper
"The research showed that attention deficit hyperactivity disorder (ADHD) is a chronic mental health disorder that is characterized by abnormally high levels of inattention, impulsivity, and overactivity (American Psychiatric Association, 2000). The research also showed that ADHD is a fairly common childhood disorder, with an estimated incidence of 3 to 5 percent of the population; the condition also occurs more frequently in boys than in girls. Today, ADHD is viewed as being present from a very young age, continuing through childhood and adolescence into adulthood; unfortunately, children and adolescents who suffer from ADHD may experience significant impairment in many domains of functioning, including academic achievement and deportment in school, relationships with parents and siblings, and peer relationships (Chronis et al., 1998). When it comes to developing effective classroom management techniques, though, the news is fairly grim. The treatment modalities used to date have shown only moderately positive results, and these were generally mixed; furthermore, such treatments have only been shown to be effective at all in the short-term, and the best approaches involving a combination of psychiatric and pharmacological treatments are expensive and are largely ineffective unless carried out by clinicians with specific expertise in this field. There was some good news, though, with some educators reporting success in the management of children with ADHD through a collaborative effort that combines the use of a colleague in monitoring existing classroom practices to identify opportunities for improvement in the manner in which both the student and teacher interact to facilitate a better learning environment for all of the class."
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Attention Deficit Hyperactivity Disorder (ADHD), 2005.
This paper argues against the use of prescribed medications for the treatment of Attention Deficit Hyperactivity Disorder (ADHD) and suggests alternative methods of treatment.
1,315 words (approx. 5.3 pages), 9 sources, MLA, £ 30.95
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Abstract
This paper explains that, because children with ADHD have behavioral characteristics that are disruptive in the classroom, parents of children with attention deficit hyperactivity disorder may experience numerous battles with educators and administrators about the need to medicate their children. The author points out that prescribed medications, commonly given to ADHD children such as Adderall and Ritalin have many side effects. The paper urges that a consistent behavior modification program is an excellent and successful substitute for medicating these children
Table of Contents
History of ADHD and its Symptoms
Struggles of having a Child with ADHD
Medications Used for the Treatment of ADHD and their Side Effects
Alternative Options for Treatment
From the Paper
"Another commonly prescribed medication for the child with ADD or ADHD is Ritalin. Ritalin has historically been used for the treatment of ADD of ADHD the longest, and it has the same side effects as Adderall and all of the other medications prescribed for the treatment of ADD and ADHD. In May of 2000 in a Texas court, the law firm of Waters and Kraus brought forth a class action suit against the manufactures of Ritalin. This suit charged that the American Psychiatric Association committed fraud in conspiring to over-promote the diagnosis of ADHD and its treatment with the stimulant, Ritalin (Breggin). What many citizens do not know is that representatives of prescription drug companies visit doctors' offices on a daily basis."
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Attention Deficit Hyperactivity Disorder Teaching Methods, 2005.
A look at the problem of Attention Deficit Hyperactivity Disorder (ADHD) in children and methods for teaching children suffering from this disorder.
2,475 words (approx. 9.9 pages), 25 sources, APA, £ 60.95
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Abstract
This paper describes and discusses various methods for teaching children with Attention Deficit Hyperactivity Disorder (ADHD). The paper also discusses the difficulties encountered by children with ADHD.
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