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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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Diagnosis and Treatment of ADHD, 2007.
An analysis of the current trends in diagnosis and treatment of a subtype of behavioral disorder - attention deficit hyperactivity disorder (ADHD).
1,948 words (approx. 7.8 pages), 7 sources, APA, £ 43.95
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Abstract
This paper looks at the diagnostic system for evaluating ADHD and explains the causes and symptoms of ADHD. The writer also discusses the current trends in the diagnosis and treatment of attention deficit hyperactivity disorder. The paper shows that behavior therapy alone has only a limited effect on symptoms or functioning of children with ADHD, although combining behavior therapy with medication seems to improve functioning and may decrease the amount of (stimulant) medication needed.
Outline:
Introduction: Psychological Disorders
Diagnostic Systems and General Criteria: Diagnostic and Statistical Manual of Mental Disorders- IV Edition (DSM-IV)
International Statistical Classification of Disease and Related Health Manual (ICD - 10)
DSM - IV Categories of Psychological Disorders
Attention Deficit Hyperactivity Disorder or ADHD
Causes of ADHD
Symptoms of ADHD: Inattention, Hyperactivity, Impulsivity.
Current Trends in Diagnosis of Attention Deficit Hyperactivity Disorder
Current Trends in Treatment of Attention Deficit Hyperactivity Disorder
From the Paper
"Psychological disorders create imbalance in our mental health and cause mental illness. The term "mental illness" is used to describe the more severe types of mental health disorders. Less severe mental health problems are known as "disorders" or "syndromes" rather than "illness".
Mental disorders are considered as a major public health problem, thus, health services play an important role regarding their management. A World Health Organization (WHO) study of the global burden of disease assessed that "mental disorders make up five of the ten leading causes of disability". Since the management of these disorders takes place to a great extent in general practice and primary care settings, it is important to determine the effectiveness of current trends in diagnostic and treatment. According to Epidemiological studies conducted by the National Institute of Mental Health, NIMH the Centers for Disease Control, CDC) in 1970s, about 15% of the population in the U.S. experience a serious psychological disorder. It further increases to 25% when milder problems with drug & alcohol abuse are considered as a part of the study."
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Attention-Deficit/Hyperactive Disorder (ADHD), 2007.
This paper examines some of the environmental causes that may be linked to ADHD and the reliability of various tools being used to diagnose ADHD.
1,365 words (approx. 5.5 pages), 6 sources, APA, £ 31.95
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Abstract
This paper states that ADHD is not a minor problem: About 8% of the children in the United States suffer from the disorder and the cost to the American society is estimated to exceed $9.2 billion each year. The author points out that two of the environmental causes of ADHD could be exposure to secondhand tobacco smoke, even in the womb, and exposure to lead during the child's early developing years. The paper urges further research into the efficacy of diagnostic methods that are combined with symptom lists and psychometric instruments.
Table of Contents:
How Many Affected and Reliability of Diagnostic Tools
Symptoms and Signals
Do Scientists Know How Children Develop ADHD?
How does a Child Develop Symptoms?
Reliability of Psychometric Measuring Tools Verifying ADHD
Future Research
From the Paper
"Typically, a child with ADHD may become easily distracted, according to the Centers for Disease Control and Prevention (CDC). A child with ADHD likely will have trouble organizing activities, may be forgetful and lose things easily, may talk excessively and have trouble waiting for his or her turn to speak. Sadly, some public schools are indifferent to the problem or just too focused on their own curricula or their own test results to carefully address ADHD issues, leaving teachers uninformed about children's exceptionalities. This ignorance on the part of public school instruction results in an unfair ..."
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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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ADHD, 2006.
This in-depth paper details the symptoms of attention deficit hyperactivity disorder, also known as ADHD, while assessing its impact on education as well as the strategies available to best manage this particular condition.
5,383 words (approx. 21.5 pages), 31 sources, MLA, £ 91.95
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Abstract
This well-researched paper discusses the primary problems and dilemmas facing teachers when dealing with students diagnosed with ADHD. This paper examines the history of ADHD, which is generally referred to as a behavioral disorder, taking it a long way from the brain-damage concept popular in the early 20th century. During the 1960s, the term hyperactive was most often applied to students currently labeled with ADHD. This paper illustrates by way of data and statistics why it is very likely that both students and teachers will share the classroom at some point with a student afflicted with ADHD. The writer emphasizes the crucial role teachers must play in properly identifying ADHD that needs to be managed and in making sure that ADHD is not simply labeled on a student who may in fact be gifted. This paper also details the various treatments and strategies available in controlling this particular disorder which include cognitive therapy as well as drugs, such as Ritalin.
Table of Contents:
Abstract
Introduction
History of ADHD
Mitigating the Effects of ADHD on Classroom Procedures
Purpose of Study
Conceptual Framework and Literature Review
Methodology
Findings
Discussion
Conclusion
References
From the Paper
"In assessing the relevance of ADHD on education, it is necessary to discover the history of the problem and the current common wisdom regarding it. In order to do that, recent and some less recent peer-reviewed journals were consulted. It was found that reams of work has been done in various areas of ADHD management, from drugs to behavioral/cognitive theory (although less in this area than others) and teacher handling and perception of the problem. What became apparent very early and was therefore not investigated further was that the students with ADHD are severely compromised in terms of academic performance by the disorder."
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ADHD, 2006.
A discussion on attention deficit hyperactivity disorder (ADHD).
2,974 words (approx. 11.9 pages), 6 sources, MLA, £ 60.95
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Abstract
This paper begins with a brief review of ADHD and continues to discuss the causes of the disorder. The other also discusses its diagnosis and treatment. The author expands on the role of the school in dealing with children with ADHD and offers truths on common myths. In the conclusion, information on ADHD in adulthood is given.
Outline:
Introduction
Causes
Diagnosis
Treatment
ADHD and School
Myths About ADHD
ADHD in Adulthood
Bibliography
From the Paper
"Schools can play a helpful role in the use of medication. Very often, the effect of medication can best be observed at school, which is structured and has specific expectations. While often parents look to teachers to report back regarding how well medication is working, some think that having more trained observers might benefit the process of medication management. In one study, the researchers surveyed school psychologists to see how many of them included observation for reports of response to medication as part of their jobs. "
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Attention Deficit Hyperactivity Disorder (ADHD), 2006.
A review of attention deficit hyperactivity disorder (ADHD).
2,110 words (approx. 8.4 pages), 14 sources, MLA, £ 45.95
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Abstract
This paper takes a look at ADHD, a disorder that has been brought to the public attention in recent years, especially with regard to child and student development. This paper attempts to show how students with ADHD generally face greater learning problems and subsequent development problems, than those students who do not have ADHD.
Outline:
Introduction
Definition of ADHD
Symptoms
ADHD and Learning Problems
Conclusion
From the Paper
"A diagnosis of ADHD is dependent on information obtained from various sources, including parents, physicians, and teachers. Attention deficit is suspected if the child is easily distracted, unable to follow more than one instruction at a time or does not listen when spoken to directly. The child may be considered hyperactive if he or she has trouble participating in 'quiet' activities such as reading, talks excessively or runs and climbs in inappropriate situations. (Attention-Deficit / Hyperactivity Disorder) Furthermore, a student with ADHD may also experience sleep problems, experience specific learning problems and fail to meet age-appropriate intellectual developmental milestones. "
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The Benefits of Multimodal Treatment for ADHD, 2001.
A look at the form of treatment for ADHD known as multimodal treatment and how it can respond to the limitations of psychostimulants, the most common form of treatment for ADHD.
2,700 words (approx. 10.8 pages), 7 sources, £ 55.95
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Abstract
This paper delves into the form of treatment for Attention Deficit/Hyperactivity Disorder (ADHD) known as Multimodal Treatment and the research being done for Attention Behavior Deficit Disorder. The paper explains that multimodal treatment combines pharmacological treatment with physical accommodations and behavioral therapy to help individuals with ADHD perform at a higher level than treatment with medication alone.
From the Paper
" Imagine over 2 million children in the United States affected with a psychological disorder which is chronic and significantly disabling. Children who suffer from this disorder are frequently highly emotional, may be aggressive, tend to be underachievers and may feel highly agitated and frustrated most of the time. These children are often lonely and isolated from peers as a result of the unpredictable and erratic behavior that characterize this disorder. In their teens and early adulthood suffers of this disorder are more likely than peers to drop out of school, use illicit drugs (Garber, Garber, & Spizman, 1996), change jobs frequently and often experience depression (Solden, 1995). This is the landscape for the estimated 3 to 5% of United States children diagnosed as having Attention Deficit/Hyperactivity Disorder (ADHD)(Garber et al., 1996). The most common treatment for this disorder consists of medication to alleviate symptoms. However, according to the U.S. Department of Health and Human Services (2000), multimodal treatments that consist of a combination of behavioral therapy and medication provide better outcomes for children with complex problems like ADHD. Specifically, The National Institute of Mental Health conducted the NIMH Multimodal Treatment Study of ADHD (called the MTA Study)(U.S. Department of Health and Human Services 1999). The MTA Study documented 579 children over a period of 14 months. The children were divided into four groups; a control group, a group which received medication, a group which recived behavioral therapy, and a group which received multimodal treatment. This study demonstrated that after 14 months of treatment, children who received combined treatments performed better in six outcome areas ?social skills, parent child relations, internalizing symptoms, reading achievement, oppositional and/or aggressive symptoms and parent and/or consumer satisfaction- whereas children receiving only medication improved in only one to two of these areas and children in the control group and in the behavioral therapy groups showed clinically significant improvement in any of these areas (U.S. Department of Health and Human Services, 1999). "
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Attention Deficit Hyperactivity Disorder (ADHD), 2006.
This paper argues that attention deficit hyperactivity disorder (ADHD) is over-diagnosed.
2,170 words (approx. 8.7 pages), 10 sources, APA, £ 46.95
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Abstract
This paper explains that, because the clinical diagnosis of attention deficit hyperactivity disorder (ADHD) is based on symptomatology and that, because there are no biological markers as yet, physicians and parents are concerned with the accurate diagnosis of children with ADHD and the quantification of the level of impairment. The author points out that, in the U.S., the incidence of the diagnosis of ADHD has skyrocketed over recent years. The paper stresses that the simple question is whether ADHD is a genuine disorder or a pathological label for normal, if frustrating, childhood behavior such as inattentiveness, hyperactivity and impulsiveness. The paper includes several quotations.
Table of Contents:
Introduction
ADHD Overview
Diagnosis
ADHD - Over-diagnosed
Conclusion
From the Paper
"Although guidelines have been established, to assist physicians in the diagnosing of ADHD, many physicians are unfamiliar with these guidelines. Instead, they base their diagnosis on inaccurate methods such as in-office observation and whether or not the patient responds to stimulant prescriptions, which leads to over-diagnosis via mis-diagnosis of ADHD. This inconsistent and inaccurate testing is compounded by society's desire to see children diagnosed with ADHD."
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ADD and ADHD, 2004.
This paper discusses Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD, both behavioral illnesses that affect children and adults.
2,535 words (approx. 10.1 pages), 7 sources, APA, £ 52.95
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Abstract
This paper explains that ADHD is no longer an illness that precludes learning because, with the proper behavior management and coping techniques, children who are diagnosed with ADHD can look forward to living normal and productive lives. The author points out that ADD and ADHD patients sufferers can exhibit two main symptoms, inattention and impulsiveness; but only ADHD patients suffer from hyperactivity. The paper stresses that, though there is no cure for ADHD, early recognition and family counseling will help a child overcome these learning obstacles.
Table of Contents
Symptoms
Effects on Learning Ability
ADHD and Motor Development
Speech and Verbal Skills
Reading Comprehension and Mathematics Skills
Social skills and Interpersonal Relationships
Summary of Effects
Treatment
Conclusion
From the Paper
"Studies have shown that children as young as five years old who have ADHD can already exhibit compromised motor skills. Kalff et al (2003) observed the speed and accuracy that a control group of 126 healthy children, a group of 113 children suffering from other psychopathologies and a group of 74 children with "borderline ADHD" completed a set of motor tasks. The results showed that the ADHD group was less accurate than the healthy control group and the children with other psychopathology group. This was particularly true in the tasks classified as requiring a "high level" of controlled processing. Furthermore, the ADHD children had unstable performances with their tasks, even when they were using their preferred hand."
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ADHD, 2006.
A discussion regarding the issue of attention deficit hyperactivity disorder or ADHD.
2,329 words (approx. 9.3 pages), 12 sources, MLA, £ 49.95
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Abstract
This paper discusses how over the last several years there has been an increase in interest with regard to attention deficit hyperactivity disorder or ADHD. According to the paper, research regarding ADHD has been significantly focused on educating individuals with the disorder. The paper takes a look at the issue of mainstreaming children with ADHD.
Outline:
Review of Literature
Definition of ADHD
Overview of Diversity Issues
Conclusion of Learning base
From the Paper
"As a secondary reason, in addition to a better system for children at all needs levels this work will also serve to educate the reader about the signs and symptoms of ADHD, not only to provide a greater understanding of the needs of the child but to allow for intervention as it is often the teacher who first makes observations about a child that may indicate a problem. Teachers are often the ones who must broach the subject with parents and other educators about a child possibly having special needs and it has been show that early intervention is one of the best results for the child's long-term success in in life. (Mcgoey, Eckert, and Dupaul 14) Further more the diagnosis of ADHD must be done by a psychiatric professional and a referral is as far as most teachers should go, as identifying ADHD over other normal situational occurrences can be difficult, especially in the case of gifted children who in many ways exhibit some of the same behaviors as a child with ADHD."
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Auditory Stimulation and ADHD, 2007.
This paper explores the effects of auditory stimulation on the ADHD student.
2,792 words (approx. 11.2 pages), 12 sources, MLA, £ 57.95
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Abstract
The paper relates that the presence of students with ADHD (attention-deficit/hyperactivity disorder) in the classroom is an increasingly common occurrence. The paper explains that one commonly occurring characteristic of ADHD is defective processing of auditory information. The paper explores methods using or minimizing auditory stimuli, with an emphasis on how teachers can either implement certain techniques or refer students to practitioners for necessary treatment. The paper discusses the physiology involved in the processing of auditory information, as well as research into how sound can help or hinder the performance of children with ADHD.
Outline:
Abstract
Auditory Processing and ADHD
Can Sound Help Students with ADHD?
From the Paper
"The typical classroom environment is encompassed by several stimuli. General activity, talking, and background noise may all serve as distractions to students that need to pay attention in order to learn. Disruptive stimuli may especially pose a challenge for students with attention deficit/hyperactivity disorder (ADHD), a debilitating learning disability characterized by distractibility, impulsiveness, and an inability to pay attention in a sufficient manner. ADHD has become an increasingly common problem among American children, and some would argue that the occurrence of this disorder in the general population is growing consistently (Jackson, 2003). Therefore, teachers need to have a heightened awareness of this disorder and how the classroom environment may be contributing to the difficulties experienced by children with ADHD, as well as how the atmosphere provided within the classroom may help to facilitate learning for these learning disabled students."
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Computer-Aided Rehabilitation in ADHD, 2004.
Review of existing literature on computer-aided rehabilitation in ADHD.
22,169 words (approx. 88.7 pages), 44 sources, APA, £ 172.95
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Abstract
This research paper tests the idea that the personal computer and the programs that can be designed for it can be a strong, positive tool to help ADHD clients. The paper includes a discussion on the brain's ability to work around damage caused by injury or other insult, a discussion on different types of brain damage, and a discussion on the various ways for healing, or at least softening, the effects of brain damage. The paper also discusses motor, sensory, and autonomic function; the psychiatric aspects of traumatic brain injury; schizophrenia; and cerebrovascular disorder. It includes an extended discussion on the role MRI and PET examination in discovering what really goes in the formation and development of the brain in developmental disorders, including ADHD.
Current Empirical Understanding of Central Nervous System Neuroplasty
Neurophysiology of Intercerbral Neuronal Regeneration and Repair: Intra-
cellular and Extra-cellular Mechanisms.
Neuro-pharmacological Interventions in Neuroprotection and
Rehabilitation in Traumatic Brain Injury, Congenital Central Nervous
System Conditions including ADHD and Psychostimulant Medications.
Diagnostic Techniques in Neurorehabilitation including: PET, MRI, and
Neuropsychological testing (including: Stroop Color Word Test, and
Continuous Performance Tests) applicable to ADHD
Frontal Lobe Neuroplasticity in the Neurocompensation of Cognitive
Deficits in ADHD: A Focus on Executive Functions including: 1.
Response Inhibition (self-regulation); Problem-solving and Self-
monitoring; Working Memory; Planning and Organization.
The Rehabilitation of Attention using Computer Assisted Cognitive
Rehabilitation Programs including: Selective, Sustained, and Divided
Attention.
The Rehabilitation of Executive Function Using Computer Assisted
Cognitive Rehabilitation Programs including Response Inhibition (self-
regulation); Problem-solving and Self-monitoring; Working Memory;
Planning and Organization.
Review of Computer Assisted Cognitive Rehabilitation as a Treatment
Modality: A. Empirical Support, B. Limitations, and C. Future
Directions.
From the Paper
"Can the information gathered about how the human brain works to begin with and then repairs itself after injury be applied to helping people born with some developmental dysfunction such as Attention-Deficit Hyperactivity Disorder popularly known as ADHD? Children and adults with this disorder display inabilities to pay attention to the task at hand, appropriately monitor their responses to stimulus and in a range of functions called executive functions such as planning and organization. Building and ordering these functions is what such people need and the hope for the future is that our new technologies can both give us better understanding of causes and provide new, more effective ways to treat ADHD. Besides the new imaging technologies, we also have our societies? love affair with personal computers."
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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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