Csc Support Plan Paper

ADHD is a very common neurodevelopment disorder of childhood. It is usually diagnosed in late childhood, around the age of seven by the teachers. The symptoms are typical during ages 3-6 and if not treated properly becomes chronic and persists even after entering adulthood. Children with ADHD may have trouble paying attention, staying organized and controlling impulsive behaviors. It is very difficult to diagnose and when undiagnosed the children can grow to be mislabeled as trouble makers in their adulthood.

First step to understanding this disorder is to understand how it is diagnosed and what criteria is required. There are 18 possible symptoms for ADHD that are divided into two categories, inattentive and hyperactivity/impulsive (Barkley 1997). In order to be diagnosed with ADHD an individual must show at least 6 symptoms in one category for 6 months (Barkley 1997). Depending on what category the symptoms were in the child would also be assigned to a subtype, either: predominantly inattentive or predominantly hyperactive/impulsive; but if the individual met criteria for both inattentive and hyperactive/impulsive then the child would be diagnoses with ADHD combined (Diagnostic and Statistical Manual 2013). Some of the symptoms that fall under the inattentive subtype are inability to stay focused on tasks (i.e. during lectures, conversations,

To get a clearer picture of the disorder, APA subdivided the symptoms according to its three most important traits, inattention, hyperactivity, and impulsiveness (American Psychiatric Association, 2000). As most of the symptoms of ADHD may typically be present in normal behavioral development, APA established that only when six or more of the symptoms are present in a child can he or she be considered as suffering from ADHD (American Psychiatric Association, 2000). Furthermore, the child should also exhibit these symptoms within a period of 6 months or more to completely confirm the occurrence of the disorder (American Psychiatric Association, 2000).

In this journal article, Dr. Trudy Knowles (2010) gives advice to parents and teachers on

These symptoms might represent expressions of internalized conflict or unmet emotional or educational needs that differ from child to child. Each child ideally should have a full medical, educational, and psychologic or psychiatric evaluation, prior to drugs being introduced and giving to the child. There isn’t a neuropsychological test result is that shows someone has ADHD, and no genetic indicator has been steadily recognized, and heritability studies are confounded by household environmental aspects. Furman concluded t after careful review of the evidence obtainable; it is not obvious that ADHD is either a disease or a neurobehavioral condition. ADHD is an assortment of symptoms, namely, inattention, impulsivity, and over activity, that overlay with other major and minor mental health

Properly diagnosing ADHD, medication choices, and behavioral interventions are the key focal point. Is medication truly worth the side effects?

Primarily Hyperactive also includes nine signs, and six of the nine need to be present to have this type of ADHD. Fidgeting, squirming, getting up many times, running or climbing at inappropriate times, talking too much, not playing quietly, talking out of turn, always on the go, and interrupting, are the nine signs of this type of ADHD. The object of the article and website is to help parents and educators see the signs and symptoms of ADHD, and how to treat the disorder. The web pages are from 2016, which makes the information current and detailed and the opinions are fact based and accurate, with proven studies, the articles are processed through a medical editorial board, and not just one author’s opinion. The object of the article and website is to help parents and educators see the signs and symptoms of ADHD, and how to treat the disorder. Health care providers, such as pediatricians, psychiatrists, and child psychologists, can diagnose ADHD with the help of standard guidelines from the American Academy of Pediatrics or the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM). (Attention Deficit Hyperactivity Disorder: Diagnosing ADHD no year retrieved from

Whether or not ADHD is a true illness is subjected to debate. Despite the continuous efforts of experts in updating ADHD criteria within the DSM, the diagnosis for it continues to be controversial due to over reliance on vague evidences obtained from perceived irregularities in a patient’s mood and behaviour (Szasz, 2008). I believe ADHD, particularly in children, should not be considered legitimate illness.

I selected Attention Deficit Hyperactivity Disorder (ADHD), and the purpose to talk about ADHD is to help parents to identify and help them if they have a child who is probably affected for this condition. For me is very important as a parent to identify the deficit as early as possible to start helping the child who is diagnosed with this condition. According to The National Resource Center on ADHD “Individuals with ADHD can be very successful in life. However without identification and proper treatment, ADHD may have serious consequences, including school failure, family stress and disruption depression, problems with relationships, substance abuse, delinquency, accidental injuries and job failure.”

Like most other developed countries, the majority of our U.S. culture is now accustomed and drawn to the idea of “quick-fixes.” In this busy society, one is typically most intrigued by the option that is the easiest to implement and can provide the fastest results, such as a pain pill for a headache. However, in the world of mental health and its’ disorders, a “quick-fix” is usually not the best approach. Attention-deficit hyperactivity disorder (ADHD) is among these mental health disorders that should not be resorting only to a “quick-fix”, such as a stimulant medication, to effectively manage the disorder. This is especially true for ADHD among the pediatric population, as this is a time of rapid behavior and personality growth, as well

Symptoms of adhd are not paying attention to detail, making careless mistakes, failing to pay attention and keep on task, not listening, being unable to follow or understand instructions, being distracted, fidgeting, squirming, getting up often when seated, running, talking excessively, having trouble playing quietly, and interrupting

ADHD is a chronic disease that can last for several years or even become life long. It is typically developed during childhood and symptoms can be seen through adulthood if not outgrown. Symptoms include persistent limited attention and hyperactivity and can be the leading cause to low self-esteem, troubled relationships, and difficulty with focus driven activity such as work or school. (DSM-5) Due to the lack of scientific testing and other coexisting problems with similar symptoms, ADHD is a multistep process in diagnosing a child or adolescent. In the beginning stages of diagnosing ADHD, the primary care physician examines the child’s behavior by evaluating the child and consulting with adult figures in the child’s daily life. During the

All, if not, most children exhibit similar traits as these children are still developing in the earlier stages of their lives, thus being dismissed as "kids being kids." But when these kids continue to show no signs of improvement in school or behavioral problems for unknown reasons, parents become concern for their child's erratic behavior. Children exhibiting symptoms such as being disorganized, unable to concentrate/focus, emotional turmoil, constant day dreaming, and hyperactive, are usually indications of ADHD. As a society, it is crucial to understand the disorder's symptoms and its effects on children and adults. Although it is not yet fully understood, effective evaluation, diagnosis, and treatment are essential for learning and managing

After reading chapter 7 I noticed many important ideas that I did not come across before and are very interesting. The first concept I learned about ADHD is that it’s not currently recognized as a discrete disability under IDEA legislation; however, young students may still be eligible for a special education. In the course textbook, it mentions “ADHD as a condition that renders an individual eligible for services under the rubric other health impairments” (Gargiulo 241). Secondly, this chapter lists suspicions such as neurological dysfunction, heredity, and environmental factors as the causes of ADHD. I believe that because professionals are still unsure of what causes attention deficit hyperactivity disorder, teachers and educators should know and recognize those students and offer services, support and accommodations.

Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity and impulsivity. Because of this, ADHD patients fare worse compared to healthy controls in terms of affect, quality of life, and attention. Thus, they are more prone to anxiety, depression, learning-related disorders, poor life productivity, pessimism, and relationship issues (Bueno, Kozasa, da Silva, Alves, Louza, & Pompeia, 2015; Ogrim & Hestad, 2013). In the US, 6.7% to 12% of children are diagnosed with this disorder. It is more prevalent in boys than in girls (Shier, Reichenbacher,