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
337) identify three categories of factors that not only predispose a child to ADHD, but also co-occur with the same in the manifestation of antisocial behavior: Familial Factors: these collectively refer to those factors within the family unit that could prevent a child from obtaining the necessary parental guidance, care or supervision needed for their complete development. Key factors in this regard include poor marital relations, inadequate parental involvement in the child's development, and negative parent-child relations, all of which would make a child more vulnerable to peer-driven mischief from external quarters (Foley, et al
337). Social Factors: According to the academic failure hypothesis, children with ADHD or other learning disability are less likely to achieve academic success, even though they may have "average to above-average intellectual potential" (Kidder, 2010)
338). The effect of the three factors can, towards this end, be summarized using the Coercion Theory, which postulates that "child aversive behavior is maintained by parental responses which provide both positive and negative reinforcement" (OReilly, 2005, p
Any teaching strategy that dealt with these weaknesses could improve the writing ability of a student with ADHD. "Intervention studies with younger, middle school students with disabilities shows that their persuasive writing can be improved by teaching them strategies for planning and drafting such text" (Kiuhara, O'Neill, Hawken, & Graham, 2012, p
This implies that something in the child's environment caused or encouraged the behaviors of ADHD to surface. Second, there is a strong correlation between a variety of elements of a child's environment and the occurrence rate of ADHD (Bateman, Warner, Hutchinson, Dean, Rowlandson, Gant, 2004)
Structural differences lead one to believe that genetics play a large part in the disorder, given that the genes tell the body how to build itself and the genes have created a brain that differs from the neurotypical one. Finally, drugs that act a stimulants in most people act as calming agents in individuals with ADHD (Gatzke-Kopp & Beauchaine, 2007)
Nurture There are several schools of thought that address the way in which human beings develop their personality and behavioral traits. Some psychologists believe that traits tend to be innate, written into the individual's genetic code and thus inborn and largely predicted from conception (Gonzales-Mena, 2009)
On the other hand, other psychologists believe that while individuals have genetic traits that may predispose them toward certain conditions and behaviors, the demonstration of those traits is the result of the way in which they were raised, and the way in which they interacted with the world at a young age (Gonzales-Mena, 2009). Both theories are based in observational and clinical data, and both seem to have equal support in the scientific community (Lippa, 2002)
This indicates that it is not simply the home environment, or the school environment, or one specific place where the child is being influenced that causes the behaviors. This seems to indicate that the child's nurturing environment does not directly influence immediate behavior, though it does not address the idea that early-childhood child rearing behaviors may have caused the disorder (Nigg, 2006)
Hyperactivity, impulsivity and inattention are not necessarily to be found in the person with ADHD. For a person to be diagnosed with ADHD, a moderate degree of symptoms of psychological, educational or occupational impairment may be found ("Attention Deficit Hyperactivity Disorder: Diagnosis and Management of ADHD in Children, Young People and Adults" 4)
This fact limits the use of this treatment as there are safety concerns as well. If the child has additional health problems like heart diseases he/she cannot be treated with pharmacological treatment (McCulloch 7)