Ideally, a diagnosis should be based on discussions with at least two teachers and at least one other person, preferably a mental health professional. Evidence-based guidelines have been published to help teachers, school nurses, and school psychologists make appropriate decisions when confronted with a child struggling with behavioral or academic problems (Dang, Warrington, Tung, Baker, & Pan, 2007)
Family-School Interventions Children with ADHD are therefore confronted not only with their own behavioral and attention problems, but also by family problems that make it difficult to have frank and honest discussions about improving academic performance. To address the family factors contributing to poor academic achievement an intervention program was developed: the Homework Success Program (HSP) (Habboushe et al
This focus implies that psychosocial interventions may produce the best academic outcomes when compared to standard or no treatment. ADHD in the Classroom ADHD Diagnosis and Treatment Parents and primary care physicians are advised to evaluate any child between the ages of 4 and 18 for ADHD if academic, attention, or hyperactivity/impulsivity problems persist across settings (Hauk, 2013)
When treating adolescents, there is some concern of drug diversion; however, if diversion is suspected then drugs with little or no risk of abuse should be prescribed. Family Factors An investigation into the association between family dysfunction and children with ADHD found strong and consistent evidence to support this link (Kaplan, Crawford, Fisher, & Dewey, 1998)
Of the 17 participants in the study the majority experienced reductions in homework and behavioral problems; however, the findings were undermined by the lack of statistical analysis. The shortcomings associated with earlier studies investigating the efficacy of family-school interventions for children with ADHD was addressed in a recent randomized, controlled trial (Power et al
Of the 17 participants in the study the majority experienced reductions in homework and behavioral problems; however, the findings were undermined by the lack of statistical analysis. The shortcomings associated with earlier studies investigating the efficacy of family-school interventions for children with ADHD was addressed in a recent randomized, controlled trial (Power et al
Of the 17 participants in the study the majority experienced reductions in homework and behavioral problems; however, the findings were undermined by the lack of statistical analysis. The shortcomings associated with earlier studies investigating the efficacy of family-school interventions for children with ADHD was addressed in a recent randomized, controlled trial (Power et al
While these results are encouraging, DuPaul and Power (2008) caution that teacher and parent adherence to a collaborative intervention can be highly variable. One solution to poor teacher buy-in is to engage parents first in the intervention (Raggi, Chronis-Tuscano, Fishbein, & Groomes, 2009)
ADHD contributions to family dysfunction, but ongoing research into the genetics of ADHD has rendered this research question partially moot. What was important about their findings, given recent evidence that ADHD has a heritable component (Thapar, Cooper, Eyre, & Langley, 2013), is that ADHD comorbidity has little impact on the magnitude of family dysfunction
Research based on both Male and Female students has been able to show that, the expected rate of graduates from school for students with African origin studying in the U.S. is around 53% on average (Antonio 1999)
In some cases the separation of self-esteem from the results in anintellectual performance happens. This happens to show thatstudents' self-esteem is does not have to rely on how good or how bad one performs in the area of intellectual or academic achievement (Coleman 2001)
The use of the following instruments was put into use in the method used to collect data. Thy include; The measure for Multi-group gender Identity- This was used in making measurements of components that are common in the identity of ethnicity (Orlando 2003)
S. This is seen as one of the slowest rate of completion compared with the other ethnic categories (Rosenthal, & Jacobson 2006)
No longer taking careconcerning a series of importance is a manner of that is put into use whenever a student feels the uncertainty about getting negative stories about himself or herself . When separation of psychological takes place in the area of academic performance, a situation referred to as intellectual misidentification in experienced (Rowley 2000)
Students holding a very strong and good feature of academics are in most casesvery much motivated to study. Being very much motivated to study is one of many other that Give an explanation as to why being associated and having features of academics is a lot of times related in a positive manner with grades (Schmader et al
Academic feature was also associated with students in upper class except for students. Therefore, in consistency with earlier self-esteem research, it has been found out that only male students were highlymisidentified (Sellers & Chavous 1998)
For instance, a study conducted by Cobbinah, Black, & Thwaites (2013) to determine the causes of poverty in the third world countries showed that mismanagement of the international donations to curb the increasing cases of poverty was the major cause of continued poverty in the developing countries. For instance, the study revealed mismanagement of the international aid provided to the countries to prevent the effects associated with poverty (Cobbinah, Black, & Thwaites, 2013)
Academic Writing and APA Style and Formatting Academic Writing, APA Style, and Format Sociology is among the disciplines that allow individuals to explore issues affecting the society and alternatives applicable in preventing or managing their occurrence (Lipson, 2006)
Critical thinking entails considerate analysis, interpretation, and presentation of information related to the concept on various sociological issues. Conversely, academic writing guides individual writing when conducting an analysis and reporting the findings related to a sociological issue in focus (Michalopoulos, 2001)
Significant evidence shows that human activities have a great role in contributing to poverty across the global states. The increasing rates of mortalities and morbidities witnessed over the recent past have necessitated the consideration of poverty a multi-dimensional phenomenon that must be eliminated with collaborative actions by the states involved in the process (Odeku, 2014)