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Attention Deficit Hyperactive Disorder Case Study

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The amount of cases of Attention-Deficit Hyperactivity Disorder, or ADHD, in children is beginning to growing at an alarming rate. With a prevalence rate of 6-7% (Wicks-Nelson & Israel, 2015) in school-age children, ADHD is now one of the most common disorder among children of this age. This disorder is often carried over from adolescents to adulthood if not treated properly. Common symptoms for ADHD is when a child fails to follow through with instructions, has difficulty with organization, is often distracted, runs excessively, has difficulty waiting their turn and many others (Wicks-Nelson & Israel, 2015). These symptoms of ADHD can affect the child’s learning process, their ability to create and maintain relationships with peers and family …show more content…

Behavioral therapy usually targets the primary symptoms of ADHD and also helps to improve the social relationships of the child (Wicks-Nelson & Israel, 2015). It also encourages wanted behaviors and eliminates the unwanted behaviors in the child (i.e. positive reinforcement and punishment). Behavior therapy can be implemented with parents and/or teachers that are working directly with the child (Wicks-Nelson & Israel, 2015). To increase a positive outcome of behavioral therapy, it is recommended that parents receive parent training as well. ADHD commonly affects the relationship between parents and their children, where parents tend to become overly directive and forceful (Wicks-Nelson & Israel, 2015). Parent Training teaches parents how to handle their children and how to handle the future problems the child may have. Teachers also spend a majority of time with their child and it is critical for them to be able to deal with their student’s ADHD. Classroom management is effective in addressing inattention, disruptive behavior and academic performance (Wicks-Nelson & Israel, 2015). Academic performance is severely compromised when a child has ADHD and it is imperative for the teachers to get them back on track and engaged in the

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Is technology changing our brains for the better or for the worse? The human brain is a biological masterpiece and is the most advanced organ on the face of the planet. In Richard Restak’s essay “Attention Deficit: The Brain Syndrome of Our Era,” he speaks about how the advancements in technology in this modern era have affected the brain’s habits and functions. Multitasking is requiring the brain to change how it functions, its organizations, and efficiency throughout day-to-day tasks and is also enabling people to do things otherwise not possible. Within the past two decades, the amount of time we spend on using technology has increased by a large amount.

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Phillip Kmetz LA365 General Psychology May 8, 2016 Module 11 Case Study 1. “Kevin is a cheerful nine-year-old third grader who is brought to the outpatient clinic after the teacher at the private school he attends repeatedly called his mother about his worsening classroom behavior. His teacher described him as a likable and friendly youngster who always obeyed when spoken to but also repeatedly disrupted the class by his antics and could no longer be tolerated in the classroom. The teacher reported that he hummed and make noises under his breath, blurted out answers without raising his hand, and always tried to be first when the teacher asked a question, even though he often did not have the answer when called upon.

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ODD can be treated with a mixture of behavioral interventions, also known as Psychotherapeutic treatment, and medications. Psychotherapeutics is a type of therapy that promotes interaction with the parent and the child. Different exercises are given, as the therapist coaches the parent through an earpiece. Through this process, the parent learns how to appropriately react to negative or unapproved behaviors, to increase a more positive interaction with the child. Consistency is really important during this process so that the child understands what the desirable and undesirable actions and reactions are.

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This means that all children are capable of learning new skills and behaviors that will lead to improved outcomes in their lives. In addition, research has shown that the vast majority of behavioral problems can be effectively managed with effective behavioral supports, rather than using punishment or punishment-based strategies to manage children’s behavior. Unfortunately, most schools use punitive strategies that don’t work well and have serious negative consequences for students, teachers, and the school as a whole. Children learn from their parents and other caregivers how to manage their behaviors and emotions, and their parents and teachers play an important role in teaching them appropriate behavior and help them to manage their emotions and solve problems effectively. However, most schools are ill-equipped to deal with behavior and discipline problems effectively because teachers are not given adequate training about how to effectively deal with challenging behavior and manage students with behavioral problems in the classroom.

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The Overdiagnosis of ADHD Millions of children each year are taken to their local doctor's office to treat what their parents describe as restlessness and hyperactivity. More often than not, they will be diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The growing epidemic of ADHD has left researchers puzzled by its increase of diagnoses each year. From 2003 to 2011, diagnoses increased by an average of five percent each year (Data and Statistics, 2016).

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In 2013, the American Psychiatric Association (APA) released a new manual called the Diagnostic and Statistical Manual of Mental Disorders (DSM), to be used by doctors and other health care professionals to diagnose ADHD in children and adults. This manual serves as a guide for the healthcare practitioners, to lay out the criteria when conducting diagnoses of ADHD in an individual. The recent edition of the manual, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) was produced to change, how ADHD is diagnosed in children and adults particularly the causes of ADHD, the symptom description, and the awareness on the use of information about the disorder in children and adults. Studies have shown

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The way a child behaves within the classroom can alter the atmosphere of the class. When a child misbehaves or has continuously altering behavior this can cause concern for the classroom teacher. Not only does this affect the teacher, but the rest of the class and the child’s family. The lack of communication between families and teachers about issues such as behavior, can affect the level of success for the child, and other children within the classroom. Teachers need to ensure they are communicating with families in order to collaborate with one another to prevent any behavioral issues that may harm the child’s success rate within the classroom and life.

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Many children have been diagnosed with Attention Deficit Hyperactive Disorder (ADHD), and the amount of those children being prescribed a medication for their disorder has grown largely in the last couple of years. This caused concern to arise in doctors; some of them went as far to say that most children diagnosed and treated for ADHD are really just immature and undisciplined (Koplewicz). Even if this is untrue, they say that the children would do better if treated with alternative options. Children diagnosed with ADHD are in serious distress, but not because of bad teaching or parenting. It is because their brains work differently than others, and they need to be treated properly.

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The last reason why children are being misdiagnosed for ADHD is because the child’s doctors are taking the easy way out. Once, doctors insisted on hours of evaluation of a child before making a diagnosis or prescribing a medication. Today doctors brag that they can make an initial assessment of a child and write a prescription in less than 20 minutes (Guelph Murphy 2006). Some doctors today think treating a child is more about speed rather than accuracy. “Many Clinicians find it easier to tell parents their child has a brain- based disorder than suggest parenting changes” (Guelph Murphy 2006).

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As children’s experiences and knowledge are often communicated through play, it becomes an important vehicle for them to know and accept themselves and others. One of the most common types of play therapy for children is child-based therapy, in which a therapist and a child work alone. This is often used if there is a concern about the parents or abuse in the family, but can also be done simply to make the child feel more comfortable. It can be used to treat behavioural problems, anxiety, Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), Post Traumatic Stress Disorder (PTSD), autism, and the effects of abuse.

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Over the past fifteen years, there has been a growing interest in the Sluggish Cognitive Tempo (SCT) construct, which is characterized by symptoms of excessive daydreaming, mental fogginess, hypoactivity, lethargy, mental confusion, and apathy (see Becker, Marshall, & McBurnett, 2014). Some earlier research suggested that SCT may facilitate the identification of individuals who show attentional problems, but few or no symptoms of hyperactivity-impulsivity (Carlson & Mann, 2002). However, as the literature has grown, a number of studies conducted with children (Barkley, 2013; Becker, Luebbe, Fite, Stoppelbein, & Greening, 2014; Garner et al., 2014; Lee, Burns, Snell, & McBurnett, 2014; Penny et al., 2009; Willcutt et al., 2014) and adults (Barkley,

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