An in-depth study of an alternative method of teaching children suffering from attention deficit hyperactivity disorder (ADHD).
Written in 2007; 4,606 words; 28 sources; APA; $ 119.95
Paper Summary:
While acknowledging the contributions of medication, behavioral and social therapy, neurological/cognitive/brain-based training and environmental changes, this paper focuses on the evidence supporting the use of physical exercise as a treatment option. The author presents a case for children who have ADHD and suggests that making use of their inability to sit still can be channeled into specific, patterned movement (i.e. dance, martial arts, exercise) to stimulate brain activity and reinforce neurological connections that will facilitate focus and learning. Besides a review of scholarly journal articles, the paper also includes a case study that illustrates how one child with ADHD has benefited from spending half his day at school and the other half in a professional dance program (20+ hours a week).
Outline:
Definition, Prevalence, Comorbidity, Symptoms and Outcomes of ADHD
Neurological Information
Treatment Options
Case Study
From the Paper:
"The frontal lobe region of the cerebral cortex allows for the planning and execution of complex and complicated tasks. We often refer to the activity of this portion of the brain as executive function, and we think that children with ADHD have deficits in executive functioning" (Schlozman & Schlozman, 2000). ADHD brains develop in fundamentally different ways. Yong (2007) reports how researchers from the National Institute of Mental Health found that ADHD brains develop on a delayed schedule. While the brain's four lobes develop in very much the same way, magnetic resonance imaging (MRI) revealed that that the thickness of the child's cerebral cortex differed from those of typical children. Life experiences make connections between nerve cells and the cortex thickens, with unused connections being trimmed away. Because these researchers found that ADHD brains matured about three years later, they consider ADHD a "disorder of delay, not deviance". Delays in the lateral prefrontal cortex in particular explain why children with ADHD have trouble "suppressing inappropriate thoughts and actions, directing attention, short-term memory and controlling movement." On the other hand, the primary motor cortex which helps to plan and control movements matured faster. These differences in maturation might neurologically explain the various characteristics displayed by children with ADHD."
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