ADHD or attention deficit disorder and hyperactivity is a label for children and adults suffering from boredom inattention, impulsivity, hyperactivity, e. ADHD is one of the most common mental disorders in children. The National Institute of Mental Health reported that four fifty-seven percent of all children - perhaps as many as two million American children - diagnosed with ADHD, an average of at least one child everyClassrooms in the United States.
The Itch
Attention Deficit Hyperactivity Disordes
Talkative students occupied my elementary school class after lunch, some really sit for the class cluster in many small groups of friends, and some walk in the classroom. I have before my class and raised his hand, mumbling a moment of satisfaction faded slowly. I took a deep breath, preparing for 90 minutes of geometry.
Twenty-eight students sat quietly, his eyes focused on me. Melissa,was not in place. I felt increasing frustration familiar to the child. She was weaving his way around desks, spent most of their students in a less direct way to me. The students began to whisper among themselves. It would be difficult to return to their attention. Before Melissa might want to stop, she handed me an envelope, "Mom said to tell you that."
My heart beat faster as I felt my face color. Even after fourteen years inIn the classroom, I felt the momentary panic of a note from each parent might be caused. I mentally reviewed the last days. What had I done to upset her mother? Melissa was happy at school, a student of A, energetic and bright, but impulsive. He loved math, though often blurted out the answer before the rest of the class had started the problem.
I sighed as I opened the envelope in front of the class. Experience negative protocol, but the past had taught me, it was better to respond quickly toParents. The envelope contained a paper containing a handwritten message. The class was talking and laughing in a roar, and whispering voices as with a beating heart, I read,
"Please accept this small token of my deep appreciation for the nice phone call I received from my daughter, Melissa Smith. It 'was a really nice surprise call (just like a shock), and the praise of teachers a child of her good grades as a call to a problem of discipline. Ihonestly say I've never had a teacher call me to get to tell me what a good job in the classroom Melissa did. Ms. Allen, you have my day. Melissa is lucky to have in class! Thank you for having a positive influence on my daughter and good luck to you!
Sincerely,
Amy Smith. "
Tears wet my eyes. I turned my back to the class and asked the room. I had the luxury of reading the card again. Melissa would still be a challengeChild in each teacher. But another and equally important, he learned to their peers.
Many things have been unorthodox. I called Melissa's mother during the school day of education "wasted", and worse, I discussed the progress of a child in front of other students. For both, I plead guilty. If an administrator walked into my classroom while my back is turned on, while my students were off task, talking about, I would have liked to have heard a referenceand a letter in my file must be set.
Over the years I spent in class, students looked at me like Melissa to learn - and yes, sometimes I can not met the students who have not been successful. On these occasions it was not a failure, although many would be my profession. The needs of some children were like those that could be solved in my class.
The Tasmanian Devil
Write three questions written on the overhead projector welcome studentskicked in the classroom. Students were asked to sit in silence and to copy and respond to problems. It 'must have developed a "warm-up routine, commit to their heads sixth grade" school mode. "In an exclusive box seat Sat Richard Hunt, also known as the" Tasmanian Devil. "His desk contained a tennis shoe, a snare and a pencil. Richard has been intensely focusing on the inclusion of the laces back in the eyes of his sneaker. No textbook,read a paper or other instrument to be overloaded otherwise empty desktop.
I gave him a copy of the overhead to answer questions. "Begin the warm-up, Richard," I whispered. He has not acknowledged my presence. I took the shoe, but with force, because he does not want to let go. "I'll tip shoes;. You do your warm-up" Richard considered unsafe. His eyes remained on the sneaker in my hands, while the class finished the warm-up, his questionsleft blank on the sheet he had given me.
I taught the math lesson, then practice for students in small groups, some of the problems that has worked. After a few minutes, lined paper on the floor in a big circle around Richard's team scattered. Each sheet is filled with large numbers blacks. Richard twisted his mouth in concentration, wrote one of my marker. He stopped, sniffed the marker and stared, fascinated. "No, it's wrong, Richard," hisTeammate Alex said. Richard angrily threw the paper to the growing pile on the floor, wraps his team and pulled a new sheet of paper from his binder notebook.
"Richard, where's your pencil?" I asked.
"I do not know. 'I lost," said Richard with a shrug. I stared at the child, then his land and desktop. The pencil was nowhere to be seen, but it could be one of twenty or thirty sheets of paper on the floor. I sighed, gave hima pencil and removed the marker before it could be high by sniffing.
"Would you please help Richard to clean all these papers before you answer other questions?"
"Yes, Mrs. Allen," students in the choir.
The "Tasmanian Devil", which was Richard Hunt was sitting in the front. He asked for preferred seating. However, a small storm was followed as a rule of its Directorate-General before the end of the class. He began to speak with a whisper. ThenBalls of paper, staples or any number of bullets flying through the air.
I was asked to provide copies of my notes Richard overhead. He could not copy information from the Board. His writing has been the ability of sixth grade, his reading slightly below. Ability was not the problem. He was so taken by the sound of an overhead projector or the little rainbow of light is the ceiling, could not concentrate long enough to copy to resist fascinatedInformation. He made his images on paper, fascinated by their shapes. He could spend an entire class of 90 minutes on a detailed design. I thought he showed exceptional ability in art, although his art teacher, not thinking. Richard painted his pencils with correction fluid, and then scratch, so tiny white chips on his desk and the floor. He turned off the liquid and the chip.
Richard played with everything from desk or his neighbor. Whyhe never mentioned his supplies of the latter or lost during the lesson, had supplies of its neighbors and cause a disagreement. I often had to sit the students sitting next to him because of complaints from students and parents to change. I gave Richard two textbooks in order to keep a book at home and in his locker. Yet the book is a mystery that somehow never made the class.
Richard was a book where he completed his assigned tasks. Isigned to have my first class each day. In the family home where Richard lived, he obtained privileges based on the completion of homework written in his book. However, I have rarely seen his house. E 'was lost in transition.
He had lived in a house group since the first grade. This year has been in a car accident that killed both parents. When Richard started with behavioral problems in her new home and school, the school psychologist, in collaboration withThe school teacher resources, manages a series of tests showed that he had ADHD is a condition or disorder known as attention deficit and hyperactivity.
Richard is a student with disabilities, also known as an exceptional child (EC). People with Disabilities Education Act (IDEA), a federal law reauthorized in 1997, guarantees children with disabilities a "free appropriate public education" in the least restrictive environment (LRE).Children with disabilities must be informed without disabilities, with the children to the maximum extent possible. Thus, the least restrictive environment is usually the regular classroom.
Children with disabilities in the regular educational environment only when the disability is so severe that education in regular classes can not be removed. It 'been able to make up (even if not ideal) to Richard Hunt in normal class. With this objective, to Richard teacher,school psychologist and deputy head teacher wrote an individual educational plan or IEP, for him. Richard PEI changes to him for help in school. Among them, more time for examinations, tests of reading orally in a separate room, with the evidence from him, study guides, preferential seating away from distractions, and copies of notes from the teacher.
ADHD is one of the most common mental disorders in children, Richard of age. The National Institute of MentalHealth (NIMH) says that 3 to 5 percent of all children - perhaps as many as two million American children - have been diagnosed with ADHD. On average, at least one child in every classroom in the U.S. for the girls with a diagnosis of the disease, the children of two or three times more likely.
Attention Deficit Hyperactivity is confused because there is a specific mental disorder, but it is a group of symptomsor practices that fall under the diagnosis of ADHD. Each of the three categories of behavior: hyperactivity, impulsivity and inattention, or any combination of classification lead from three to ADHD. Richard was inattentive and hyperactive. His attention was focused on the use of minor things in his environment, such as laces and smell of the marker was his. He was aware of the important events in his environment, mathematical concepts. He moved toconstantly touched her neighbors and all that surrounds him.
The Diagnostic and Statistical Manual of Mental Disorders, or DSM is a list of behaviors to be classified a child with ADHD. According to the DSM, means lack of care of a child so distracted by irrelevant sights and sounds that do not record the data and makes careless mistakes. Deviated to follow instructions without difficulty. Loses or forgets tools are needed for a task asTextbooks, homework, toys, or pencils. According to the DSM, signs of hyperactivity and impulsivity, some are restless, twisting, running, or difficulties in the queue for a change and disorder. The student is to leave the home or the answers to burst into a class (like Melissa). He answered the questions before the hearing the whole question.
This could be inhibited them are children with ADHD have less activity in that part of the brain, impulses. Scientistsat NIMH using positron emission tomography, or a brain scan to look for the brains of people with and without ADHD. Tests have shown that the brains of people with ADHD have been less active in the area, which inhibits impulses, proving that there is a physical condition behind the behaviors classified as ADHD.
In support of this, it seems that ADHD is genetically determined. Children with ADHD usually have at least one close relative with the disease. A third of all fathers who have ADHD to bepass it on to their children. The 'dopamine hypothesis "is generally regarded as the cause of ADHD, ADHD is due to the insufficient availability of the neurotransmitter dopamine in the central nervous system postulates adopted. Dopamine is responsible for the supervision, motivation, intentional movements to control appetite and sleep.
The Surgeon General's Report in 1999 suggested a dopamine transporter gene on chromosome 5 and a dopamine receptor gene on chromosome 11 as a possibleSources of genetic variation. Severe ADHD may be caused by abnormalities in the dopamine transporter gene (DAT1).
Stimulants increase the availability of dopamine, which control the symptoms of ADHD. Stimulants increase the availability of dopamine may include methylphenidate (Ritalin, Concerta and Metadate). Ritalin is the most common form of methylphenidate, a stimulant of the central nervous system. In normal adults, the effects are stronger, that caffeine and less potent thanAmphetamines. In children with ADHD has a calming and focusing. Other stimulants to treat ADHD are amphetamines (Adderall), dextroamphetamine (Dexedrine, Dextrostat) and pemoline (Cylert). Some children who do not respond to stimulants are antidepressants such as bupropion (Wellbutrin) was added.
The side effects of stimulants such as loss of appetite, insomnia and, rarely, liver damage reduced. On a cautionary note, this is not challenging the Food and Drug Administration (FDA)Approval for use in children. A doctor treats a child with ADHD, who prescribe a drug approved by FDA for use in adults and older children. This is called "off-label" prescription. Although the FDA has approved an incentive for a defined population (adults), and then approved drug to market, anyone can doctor the medicine for patients, including children, to prescribe. The sponsor is entitled to only one drug approved for the public market.This is why most drugs for the treatment of mental disorders in children of failed warning: "The safety and efficacy of non-pediatric patients based on" The Doctor "off-label prescription of drugs to a child it does so without the benefit of security research and doses in children.
While researchers investigate the genetic roots of ADHD, environmental and genetic factors very convincing. Hyperactivity and inattention-relatedpositive in children whose mothers smoked or alcohol or other drugs during pregnancy. Alcohol and nicotine in cigarettes can damage the nerve cells in the developing fetus. Foetal Alcohol Syndrome (FAS), caused by heavy consumption of alcohol the mother during pregnancy is a behavior similar to ADHD. FAS can also cause impairment, low birth weight and physical abnormalities as well as ADHD-like symptoms.
Cocaine - includingCrack, the smokable form - if used by a pregnant woman, appears to interfere with the formation of receptors in the brain of the fetus. In these children received signals from the senses (eyes, ears and skin) is not passed to the brain, so that the baby looks nothing from its environment. These children often show symptoms of ADHD.
Dr. Jekyll and Mr. Hyde
Taylor Reed moved in my school district a couple of weeks in sixth grade. After visiting our school about a month, Taylorwas put in my first period science class and my third period math class. His math teacher, a veteran teacher of 20 years, has threatened to quit if Taylor was not removed from her class. This was Taylor's second attempt in the sixth grade. Last year he scored just three percentile at the end of the test of elementary mathematics. He attended school in the summer, but was absent too often are promoted. Because the performance of Taylor in mathematics, reading and writing were all in hisSkills, he was considered learning disabled (LD) in all three areas. Because of his disability, he was protected by the idea, or persons with disabilities education act, which allows him to change into regular classroom.
In addition, his pediatrician prescribed Ritalin for him to treat ADHD symptoms. But he did not take his Ritalin days, but he sold it. About a week after that my team, Taylor was arrested for selling marijuana to an eighth degree ofStudents in school and was suspended for ten days.
By the time I had the opportunity to work with Taylor, it was after three months of the year. He was a student to achieve in the course of science. She could not read the science textbook, but if you listen to another student, who along with reading. He answered all the questions of science well kept, beautiful calligraphy. He loved science experiments, hands-on activities and science class. I rarely had to redirect him. E 'wasa model student who did well and was rarely available.
On the contrary, however, Taylor was in my third period math class, only three days from five. The remaining two days it has been suspended and sent home for the rest of the day or in-school suspension, or ISS. This was mainly because he does not like math, and with good reason. He did not even elementary mathematical concepts.
The first day in my math class, he said, "I will not do that f * ckingto work. It 's too hard. You have to learn af * cking teach. "Enjoyed his disrespectful treatment of me would happen to me the other student, so I had no choice but to send him to the office. The rest of the day was followed by a frighteningly similar. As soon as the teaching of mathematics, has been created immediately a conflict with a classmate or me. One day he's wrong to call Jamal A tailor-made "crack head." Jamal hit him and then threw TaylorDesk at Jamal. I had to protect our security, the principal or both to remove Taylor from my class to ask more than one occasion.
Taylor has never made his textbook, paper and pencil for math class in the afternoon, although all three applied sciences in the morning. Taylor was a real Jekyll and Hyde. He was a dedicated student, and science in an unrecognizable monster, Mr. Hyde, and the last math class in the afternoon. There are two reasons: first, Taylor did notlike mathematics. Secondly, it took 24 hours of a dose of Ritalin in the morning. But, the time controlled release dosage does not work properly because his impulsiveness has always been pronounced in the afternoon.
My goal after Taylor joined my team was simply math class will receive uninterrupted physical violence every day in my classroom or student of evil. He gave me no teaching math. But somehow, without any prompting from me, and against preferential seatingChange in their individual education plan in writing, Taylor has started sitting in a desk in the back of the room during math. Finally, he moved to a table in the back room and began to sit down to earth. He said he did not know how the front of the room. The lights hurt his eyes.
I breathed a sigh of relief. He was quiet. I could teach others. At first I ignored it not to ask him to participate and simply ignored him, crossing myFingers that I do not call the class deputy.
One day I was an old Taylor workbook math third grade. I told him I needed answers filled in for my next class and asked if she wanted to start a few for me, so I could see how hard they were. By the end of the class that had five numbers. And from that moment on, before the rest of their class assignment I Taylor began his "own" math problems. At first, his goal was for five minutes of workalone. I have to be increased gradually to target a few minutes every few weeks. By the end of the year, Taylor was unable to do for 40 minutes of work in third grade. E 'was to make a more than ten or fifteen minute break for the class, get water and move my papers on my desk.
Class was 90 minutes, so even an improvement of Taylor, was still in business for less than half the time in the classroom. After he finished his math problems TaylorSolitaire on the computer or scientific equipment arranged for the following day. It was one of my tubes and shelves labeled in science room equipment. He stapled sheets. He ordered my file. He ran errands. I kept very busy.
However, by the standards of the school, Taylor was not successful in my class. At the end of sixth grade, he scored again in the 3rd percentile to the end of the year math test. He tried, only 2 percentile. But, do not go to summer TaylorSchool. Instead, because of its many references to discipline and the lack of progress this year, the Special Education Committee put it in a more restrictive environment for the seventh grade. Taylor would be in class at Educably behavioral disabilities, which consisted of twelve students, a teacher and an assistant teacher. He finally has the help they need so much. But help came too late for Taylor.
Taylor would be before Christmas, fifteen years of his seventh grade year, andsixteen in the middle of his eighth grade year. He was a likely candidate to leave at sixteen, without even an eighth grade education. In fact, Taylor missed 49 days of school in seventh grade and scored in the fifth percentile to test his math EOG. His re-test was even lower in the first percentile. Because of his ADHD and learning problems in mathematics, Taylor was promoted to eighth. It was not necessary to go to summer school. He said his seventh-grade teacher who hated mathand had a mental block against them. He felt like he was outside the school.
Taylor sees a probation officer now, and tested positive for marijuana in a routine drugs test. It will go on trial for selling marijuana. He has already had some trouble with the law. When not being sent to a detention Wilderness Camp, a home for disturbed children are juvenile delinquency.
What is Dr. Jekyll into Mr. Hyde?
How could this happen? Melissa, Richard Taylor and allsuffer the same disease, ADHD. All three drugs for their disease. Melissa is a strong A teacher frustrated by his pupil, but their behavior can be controlled. Richard is a "Tasmanian Devil", which is difficult to manage, but to learn in regular classroom - with modifications of course. It is not likely to earn A or to the roll of honor, but he will learn. In contrast, Taylor is truly "Mr. Hyde." He did not workwhether in the regular schools or in a classroom educably restrictive behavioral disabilities. He has fallen into trouble with the law and a candidate hot even without the skills necessary to perform the most menial tasks of society.
What is the difference? The answer is random. Melissa was lucky. He had a caring mother, who monitored their progress closely and worked with her doctors and the school system since it was diagnosed inKindergarten. Richard was also lucky, though some might argue that the loss of both parents is not the end of happiness. But with the loss of Richard has been protected as a child and youth care system. When he was made a bit 'of trouble at school for him started immediately. Richard was being placed on Ritalin and continue to be closely monitored, both through the school system and their carers. He will probably end in high school and may visit a college.
Taylor's story is unfortunately notUncommon. Unlike Melissa, and Richard was probably born with receptors for the damaged sensory input as is common in "crack kids". It was a mixture of "family" member of the family, because none of them caused the behavior of his disability could manage. It was not until his second attempt in the sixth grade, came to live with his grandmother. They forced him to take his medication at home and I tried to work with the school, but Taylor practices have already been learned.
WhyHis teachers did not help him? Taylor spent a short time as a school that his teachers did not know him. It was in a more restricted should be established immediately after the nursery. But, it takes several months, and sometimes even an entire school year, a student placed in a restrictive environment. There are no shortcuts in a system that seeks to protect children. Although the obvious sign of trouble at school and the law was clear, Taylor still in troublethe regular school system until the age of fifteen. Taylor did not have someone to stand up for him.
There are few clinical psychiatrist trained to diagnose and treat mental disorders in children. school counselors, pediatricians and family physicians step up to the plate out of necessity. These guys do not have to pinch the specialized training of a clinical psychologist or the time to do a follow-up requiring several hours. Children sufferADHD symptoms are medically without further treatment.
Many teachers believe that ADHD is diagnosed and overmedicated. They believe that ADHD is the result of bad teaching, bad education, and the desire of children. In fact, ADHD is a neurological disorder 'which must be treated as such. According to the Harvard Medical School, Attention Deficit Disorder is insufficient availability of the neurotransmitter norepinephrinethe central nervous system. stimulant drugs such as Ritalin to increase the level of norepinephrine and alleviate symptoms of inattention, impulsivity and boredom.
ADHD may be under-developed connections in the brain associated with the number and size of brain cells and the number of connections between them are caused. When the brain has neurons process the incoming information is in the process, but the rest is lost as a computer with software capable ofThe lack of available memory. Some programs can be executed, but must be closed before the other or the system is overloaded and the computer crashes. A mind is overloaded with ADHD student information, and the student is distracted.
Teachers and parents of children with ADHD miracles every day in the least restrictive environment and at home. Pediatricians and do the only thing you can do: prescribe medication. Social workers,Psychologists and psychiatrists who work with children, are underpaid and overworked. The government and the protection of children and young people of our children, while scientists continue to find an ADHD "cure" for this baffling disease called.
Note: Although Melissa, Richard Taylor and representatives of local students, they do not exist.
References
ADHD.com, the online community (2004). http://www.adhd.com/index.html
Buresz, MD Allen. Natural Health andLongevity Resource Center. Attention Deficit Hyperactivity Disorder and success. Retrieved July 5, 2003 http://www.all-natural.com/add.html
Coalition least restrictive environment. (1999-2001). Read on LRE. Retrieved July 5, 2003, of [http://www.lrecoalition.org/02_lawsOnLRE/ # 3]
National Institute on Drug Abuse. (June 25, 2003). Methylphenidate (Ritalin). Retrieved July 5, 2003, fromhttp://www.nida.nih.gov/Infofax/ritalin.html
National Institute of Mental Health. (September 30, 2004). Attention deficit hyperactivity disorder] disorder [# intro http://www.nimh.nih.gov/publicat/adhd.cfm
The ADHD Information Library. (2003) Retrieved October 5, 2004 http://www.newideas.net
U.S. Department of Health and Human Services (1999), Mental health: a report of the Surgeon General. Rockville, MDhttp://www.surgeongeneral.gov/library/mentalhealth/home.html
Attention Deficit Hyperactive Disorder ... a teacher's perspective
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