For the third time in the past 5 minutes, Jeremy’s fourth-grade teacher has had

Question

For the third time in the past 5 minutes, Jeremy’s fourth-grade teacher has had to tell him to sit in his seat and keep his hands to himself. It is as if Jeremy’s feet are attached to springs. He doesn’t walk; he bounces. He doesn’t sit; he squirms. It’s not just the motor activity that sets him apart from the rest of the class: Jeremy also has a motor mouth. He talks incessantly. He can’t resist sharing his ideas with the class, whether they are welcomed or not. As soon as he thinks about them, regardless of whether the time is right, Jeremy blurts out answers, disrupts the classroom, and adds considerable stress to his teacher’s already stressful job.

   Jeremy is almost the polar opposite of his classmate Leonard. For Leonard, Jeremy’s antics just fade into the background of other classroom stu. Unlike Jeremy, Leonard is very quiet and rarely participates in classroom discussions, unless the discussions are about something that really interests him. Leonard spends most of his time staring out the window or o into space. The word daydreamer seems to t Leonard perfectly.

   Leonard always seems to be at least one step behind everyone else. Leonard is rarely on task; he drifts o in the middle of assignments; often he has to be reminded to return toe arth. Leonard is doing poorly academically. He just doesn’t seem to tune in to whatever channel the rest of the class is on. Initially, the teacher thought that Leonard was a slow learner, until the class began to discuss dierent computer programs. The teacher was shocked at Leonard’s sophisticated knowledge base and expertise in the area. That was when his teacher began to think that there was something else getting in the way of Leonard’s academic success.

   In this case study, Jeremy and Leonard share more than the same classroom and same teacher. As incredible as it might seem, they both probably share variations of the same disorder: attention-decit/hyperactivity disorder (ADHD). How can two children who seem so dierent fall into the same diagnostic category?This is a question that has plagued theorists for the past 100 years. Although ADHD is among one of the most prevalent disorders in childhood, it continues to challenge professionals. It has been a topic for considerable discussion and controversy, especially regarding the over prescription of stimulant medications (Diller,1996).

In a 100 words or more:

What steps would you take for interventions addressing the symptoms to help these two students?

Explanation / Answer

Q) What steps would you take for interventions addressing the symptoms to help these two students?

A) ADHD is known as attention-decit/hyperactivity disorder. This is the most common diagnosed mental disorder in children, teen and sometimes in adults. Children with ADHD are hyperactive, ADHD is a disorder that makes it difficult for a person to pay attention and control impulsive behaviors. He or she may also be restless and almost constantly active. Following are the symptoms of ADHD :

a) inattention:

Doesn't follow directions or finish tasks,Doesn't appear to be listening,Doesn't pay attention and makes careless mistakesForgets about daily activities,Has problems organizing daily tasks,Doesn’t like to do things that require sitting still,Often loses things,Tends to daydream.

b) hyperatyctivity:

Doesn't stay seated,Has trouble playing quietly,talks too much etc

c) impulsivity: has trouble for waiting for their turn, too much blurting...as soon as they think of anything they blurt it out....can't wait for the appropriate time, always interrupting others etc.

d) combined : where both inattentive and hyperactive-impulsivity are present

ADHD symptoms are not uniform. Each person experiences ADHD symptoms differently and to varying degrees of severity. The symptoms can change with age, as a person develops coping strategies and has more freedom to create environments that suit him or her. These symptoms get in the way of functioning or development.

TREATING ADHD:

Many symptoms of ADHD can be managed with medication and therapy.

Medication: Medications called stimulants can help control hyperactive and impulsive behavior and increase attention span. They include:Stimulants: Although it may seem unusual to treat ADHD with a medication that is considered a stimulant, Non-Stimulants: These medications take longer to start working than stimulants, but can also improve focus, attention, and impulsivity in a person with ADHD.

THERAPY: There are different kinds of therapy that have been tried for ADHD, but research shows that therapy may not be effective in treating ADHD symptoms. However, adding therapy to an ADHD treatment plan may help patients and families better cope with daily challenges.

These treatments focus on changing behavior.Special education helps a child learn at school. Having structure and a routine can help children with ADHD a lot.Behavior modification teaches ways to replace bad behaviors with good ones.

COUNCELLING: IT can help someone with ADHD learn better ways to handle their emotions and frustration. It can also help improve their self-esteem.

Support groups of people with similar problems and needs can help with acceptance and support. Groups also can provide a way to learn more about ADHD.

Sometimes, medication and treatments that were once effective stop working. You may need to change the treatment plan. For many people, the symptoms of ADHD get better in early adulthood, and some are able to stop treatment.

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