ADHD and Classroom Management Research Paper by Neatwriter

ADHD and Classroom Management
An overview of attention-deficit hyperactivity disorder in children and effective strategies for classroom management
# 62189 | 3,484 words | 8 sources | MLA | 2005 | US
Published on Nov 13, 2005 in Education (Curriculum) , Education (Special) , Education (Teaching Methods)

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Combined with an increasing awareness of the problem of ADHD, a better understanding of its causes and treatment has emerged in recent years. These findings are discussed, followed by an overview of some of the typical problems that are encountered in the classroom with ADHD children. An assessment of effective classroom management techniques that have been identified for children with ADHD is followed by a summary of the research and relevant recommendations in the conclusion.

Causes of Attention-Deficit Hyperactivity Disorder
Treatments for Attention-Deficit Hyperactivity Disorder
Typical Problems Associated with ADHD Children in the Classroom
Increase the Use of Positive Reinforcement
Providing a Sufficient Number of Bridging Opportunities
Help ADHD Students Relate Classroom Learning to Their Personal Lives
Self-Monitoring to Improve Focus
Conclusion and Recommendations

From the Paper:

"The research showed that attention deficit hyperactivity disorder (ADHD) is a chronic mental health disorder that is characterized by abnormally high levels of inattention, impulsivity, and overactivity (American Psychiatric Association, 2000). The research also showed that ADHD is a fairly common childhood disorder, with an estimated incidence of 3 to 5 percent of the population; the condition also occurs more frequently in boys than in girls. Today, ADHD is viewed as being present from a very young age, continuing through childhood and adolescence into adulthood; unfortunately, children and adolescents who suffer from ADHD may experience significant impairment in many domains of functioning, including academic achievement and deportment in school, relationships with parents and siblings, and peer relationships (Chronis et al., 1998). When it comes to developing effective classroom management techniques, though, the news is fairly grim. The treatment modalities used to date have shown only moderately positive results, and these were generally mixed; furthermore, such treatments have only been shown to be effective at all in the short-term, and the best approaches involving a combination of psychiatric and pharmacological treatments are expensive and are largely ineffective unless carried out by clinicians with specific expertise in this field. There was some good news, though, with some educators reporting success in the management of children with ADHD through a collaborative effort that combines the use of a colleague in monitoring existing classroom practices to identify opportunities for improvement in the manner in which both the student and teacher interact to facilitate a better learning environment for all of the class."

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