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Clinicians typically report that boys are referred for AD/HD assessment nine times more often than girls. Studies using a broader population base generally indicate that the ratio of boys to girls with the disorder is closer to 3:1."
"In people with AD/HD, the brain areas that control attention have been observed to use less glucose, indicating that they are less active."
4. Strength related to the student with an exceptionality.
Individuals with ADHD tend to be highly creative, intuitive, open-minded, flexible, energetic, and optimistic. They are very quick learners when engaged and tend to develop a broad range of interests and hobbies as they get older. Students with ADHD are able to generate a tremendous amount of ideas in a very short period of time. They give a new meaning to the word brainstorm. Another great attribute of students with ADHD is their ability...
Individuals with ADHD figuratively and sometimes literally throw themselves into their task, becoming so involved with it that the outside world disappears for a time.
The unique, intense traits possessed by students with ADHD constitute great strengths in the realm of education. The student with ADHD is very likely to be the "idea man" and even the initiator of action in a work group. Their energy, optimism, and openness allows them to dive headfirst into action, working kinks out as they go. Thus, students with ADHD are able to avoid the debilitating "paralysis by analysis" which stifles the more cautious and prudent students.
Bibliography
BC Ministry of Education (2003). Teaching Students with Attention Deficit Hyperactivity Disorder: A Resource Guide for Teachers.
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Bibliography
BC Ministry of Education (2003). Teaching Students with Attention Deficit Hyperactivity Disorder: A Resource Guide for Teachers.
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ADHD Attention deficit hyperactivity disorder (ADHD) has become a relatively common diagnosis. Most young people know someone with the diagnosis, if they have not themselves been diagnosed. The article "More Diagnoses of A.D.H.D. Causing Concern," published in The New York Times, highlights the growing concerns with the increase in diagnoses of ADHD in children and teens. While there are certainly kids that legitimately have ADHD, some doctors are rushing through the
Scientists have not yet figured out what causes ADHD, even though many studies propose that genes play a large part. Like a lot of other sicknesses, ADHD almost certainly can be contributed to a mixture of factors. In addition to genetics, researchers are looking at probable environmental factors, and are examining how brain injuries, nutrition, and the social environment might add to ADHD (Attention Deficit Hyperactivity Disorder (ADHD) (2010). Most
He must have a reasonable amount of stick-to-itiveness and patience to tolerate difficult tasks; if he gives up immediately, learning will obviously be impaired. And... The ADHD child is both inattentive and readily frustrated. The learning problems are further complicated because they tend to move in vicious circles; they often snowball. (Wender, 2000, p. 22) Another related aspect is that unless the problems that the student is experiencing are related
In addition, a number of anti-depressants may be prescribed, such as Norpramin, Elavil and Wellbutrin. The side effects of these medications also vary, but for the most part, they cause a slower heart rate, possible seizures, dry mouth, and constipation. Yet overall, the side effects are usually minor and when the child responds favorably to the medication, it obviously outweighs the side effects. The effectiveness of these medications produce positive
The right medication stimulates these under-operating chemicals to make added neurotransmitters, thereby enhancing the child's potential to concentrate, have a check on the impulses, and lessen hyperactivity. Medication required to attain this usually needs a number of doses in the course of the day, since a single dose of medication remains effective for a short interval up to 4 hours. but, slow or timed-release types of medication for instance,
Swanson, Ph.D., University of California, Irvine, CA 92715 Gender: Age: ____ Grade: Ethnicity (circle one which best applies): African-American Asian Caucasian Hispanic Other Completed by:____ Type of Class: Class size: For each item, check the column which best describes this child: Not at Just a Quite Bit Much 1. Often fails to give close attention to details or makes careless mistakes in schoolwork or tasks 2. Often has difficulty sustaining attention in tasks or play activities 3. Often does not seem to