Managing Adhd in Elementary Children

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The combination of an increasing awareness of the problem of Attention Deficit Hyperactivity Disorder (ADHD), and a better understanding of treatments has emerged in recent years. Research about treatments of ADHD is discussed, followed by an overview of some of the typical problems that are encountered in the classroom with ADHD elementary children. An assessment of effective classroom management techniques that have been identified for children with ADHD is followed. Working with ADHD children in the classroom, and then researching the subject has several advantages. New information that has been learned will be applied very soon in the classroom, and the students will benefit from this information. An article was written about a study that was conducted to figure out what the best strategy is when managing ADHD in the classroom setting, and what combination of medication and behavior management is needed to get the best outcome (Fabiano, Pelham, Gnagy, 2007). The focus of this research was to use the least amount as possible of behavior modification and medication to decrease the intensity of the situation. It was found that the lower the intensity of the situation was, the lower the possibility of severe negative outcomes. High intensity therapy uses a lot of staff resources, and the lower doses of medication decreases side effects. Side effects of ADHD medicine can sometimes increase problems in the classroom (2007). Three groups of children had three different types of behavior modifications: no behavior modification, low intensity behavior medication, and high intensity behavior modification. The high intensity behavior modification was only used on extreme negative behavior. The medication treatment (placebo and 0.60 mg of methylphenidate) was changed with each child and varied during nine weeks of a summer treatment program (2007).

Another article talks about evidence of what a long-term support plan from parents and a forward thinking pediatrician can do for a student with ADHD (Van Cleave & Leslie, 2008). Stacy was a seven-year-old girl who visited her pediatrician for some “attention problems”. Fortunately, for Stacy and her mother, their pediatrician had just restructured the practice to offer more support and help for students with ADHD and their parents. Stacy’s mother and teachers received a packet they filled out prior to Stacy’s visit. The pack of papers was submitted in Stacy’s electronic medical record prior to their visit (2008). The physician was able to bring up the record during the visit, and asked the prompted questions needed to diagnose Stacy with ADHD. The ADHD template from the electronic medical record is able to subscribe the necessary medication, and e-mailed a standardized letter to Stacy’s teacher (2008). An organized, chronic condition approach with evidence-based care produced a positive impact on Stacy’s life. Stacy’s school was able to receive information quickly from Stacy’s doctor, and then to start changing Stacy’s education to what Stacy needed. ADHD is more manageable when the child’s teacher, parents, and physician all work together and communicate effectively.

Research has also been done on the effects of ADHD, and trying to figure out how these children can learn more effectively. The primary symptoms have been found to be excessive impulsiveness, inattention, inconsistency, and inappropriate physical activity (Mahone & Silverman, 2008). Baltimore's Kennedy Krieger Institute has been investigating brain development and behavior in children with this complex disorder for nearly two decades. Researchers have concluded with eleven lessons learned from this research, along with some implications for parents and teachers of children who are affected (2008).

The first lesson learned is that children with ADHD have an “executive dysfunction” (Mahone & Silverman, 2008). In general, executive function refers to a group of self-regulatory processes that allow individuals to...
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