Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are diagnoses that have been determined by the American Psychiatric Association. These terms can be applied to children who exhibit tendencies to attention problems and displays of overactivity.
The condition is symptomatic and the subtypes have been grouped in The Diagnostic and Statistical Manual-IV as follows:
(I) Combined Type-the child exhibits six or more symptoms of inattention and overactivity.
(II)Predominantly Inattentive Type-The child exhibits six or more symptoms of inattentiom, but less than six symptoms of overactivity.
(III)Predominantly Hyperactive-the child exhibits six or more symptoms of overactivity, but less than six of inattention.
When evaluating a student on symptomatic basis, the behaviors should have persisted for a minimum of six months.
Behaviors signaling a potential attention difficulty could include, but not be limited to:
1. Child/student makes careless mistakes in school work or other activities and does not see the problem. Has no "eye " for details.
2. Child/student has difficulty following through with activities, chores, or tasks.
3. Child/student has difficulty listening to extended conversations or instructions. Does not seem to be listening to whomever is addressing him.
4. Fails to complete any tasks or follow through on projects.
5. Has no organizational skills, and doesn't understand when someone tries to explain the concept.
6. Does not choose to take part in activities or tasks that take "a long time".
7. Child/student has difficulty keeping up with belongings. Loses items or forgets where they have been left.
8. Child/student is easily distracted, even when highly involved in an activity.
Behaviors indicating an overactivity problem could include, but not be limited to:
1. Child/student has difficulty sitting quietly for even short periods of time.
2. Child/student is compulsively playing/ handling an object, his hands, hair or clothing.
3. Often talks loudly at inappropriate times.
4. Has great difficulty waiting in turn.
5. Does not share objects on a willing basis.
While it may be said that all children at different age levels demonstrate these tendencies, students with ADD/ADHD exhibit these behaviors on a consistant basis, with varying degrees of severity. It is estimated that between three and five per cent of school age children have the disorder. It is more prevalent in boys by about six to one (Landau & McAnnich, 1993). Sixty to eighty percent of those involved have additional learning difficulties (Henderson & Lingers, 1994), while thirty percent prove to be in the gifted range (Cramond, 1994).
The difficulties these children face are academic struggles, peer conflict, unacceptable conduct, and low self esteem (Bain,1991) . Treatment for ADD/ADHD students include medication, psychological assistance, educational adjustment, private instruction, and homebound schooling. Perhaps what is needed is a new approach.
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