This paper examines the effectiveness of modifications in classrooms and teaching methods used in working with children diagnosed with attention deficit disorder and attention hyperactivity disorder (ADD/ADHD).
Written in 2002; 1,675 words; 4 sources; $ 54.95
Paper Summary:
This paper describes the National Education Association's ten specific steps that can help ADD/ADHD students function well in the classroom. The author believes that many of the techniques that help ADD/ADHD students to focus and perform better also are useful in the general classroom. The author points out that knowing how to deal with an overactive or hyperactive child as part of a regular classroom experience can help the teacher become a better teacher overall. Classroom observation notes of a general education class and a special education class.
From the Paper:
"A recent article in NEA Today estimated that 3 to 5 percent of all K-12 students suffers from some form of attention deficit problem (p. 4). One of the significant difficulties in studying the extent of the problem, however, lies in diagnosis. Attention deficit disorder (ADD) and attention deficit hyperactive disorder (ADHD) are both listed and defined as psychological disorders in the American Psychiatric Association's DSM-IV, but they are nevertheless difficult to diagnose precisely. In order to be diagnosed with either disorder, a child must have consistently exhibited at least six of the listed behaviors before the age of seven, whether or not the diagnosis occurred that early, in ways that interfere with functioning in at least two different kinds of settings, such as home and school. The behaviors must also not be the direct result of some other problem, such as anxiety disorder or identifiable stress; if a child is hyperactive as the result of a traumatic event, for example, then a diagnosis of ADD and/or ADHD may not necessarily be appropriate, even if many of the relevant behaviors are present."
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