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 stuff. 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 off into space. The word daydreamer seems to fit Leonard perfectly.

   Leonard always seems to be at least one step behind everyone else. Leonard is rarely on task; he drifts off 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 different 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-deficit/hyperactivity disorder (ADHD). How can two children who seem so different 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:

Identify and describe the symptoms related to attention-deficit (ADD) attention-deficit hyperactivity disorders (ADHD) and learning disabilities.

Answer 1

• Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders. ADHD is a broad term, and the condition can vary from person to person.
• This condition is sometimes called attention deficit disorder (ADD), but this is an outdated term. The term was once used to refer to someone who had trouble focusing but was not hyperactive.
• ADHD includes the symptom of physical hyperactivity or excessive restlessness–that's the “H”. In ADD (or what is called in the diagnostic manual, ADHD, inattentive subtype), the symptom of hyperactivity is absent. Indeed, people with ADD can be calm and serene, not in the least hyperactive or disruptive.
• There are three types of ADHD:
• 1. Inattentive-Inattentive ADHD is what’s usually meant when someone uses the term ADD. This means a person shows enough symptoms of inattention (or easy distractibility) but isn’t hyperactive or impulsive.
• Inattention, or trouble focusing, is one symptom of ADHD. A doctor may diagnose a child as inattentive if the child:
• is easily distracted
• is forgetful, even in daily activities
• is unable to give close attention to details in school work or other activities and makes careless mistakes
• has trouble keeping attention on tasks or activities
• ignores a speaker, even when spoken to directly
• doesn’t follow instructions
• 2. Hyperactive/impulsive-This type occurs when a person has symptoms of hyperactivity and impulsivity but not inattention.
• A doctor may diagnose a child as hyperactive or impulsive if the child:
• appears to be always on the go
• talks excessively
• has severe difficulty waiting for their turn
• squirms in their seat, taps their hands or feet, or fidgets
• gets up from a seat when expected to remain seated
• runs around or climbs in inappropriate situations
• is unable to quietly play or take part in leisure activities
• blurts out an answer before someone finishes asking a question
• intrudes on and interrupts others constantly
• 3. Combined-Combined ADHD is when a person has symptoms of inattention, hyperactivity, and impulsivity.
• In addition, a child or adult must meet the following criteria to be diagnosed with ADHD:
• displays several symptoms before the age of 12
• has symptoms in more than one setting, such as school, at home, with friends, or during other activities
• shows clear evidence that the symptoms interfere with their functioning at school, work, or in social situations
• has symptoms that are not explained by another condition, such as mood or anxiety disorders
• A learning disability is a problem that affects how a person receives and processes information.
• Common signs that a person may have learning disabilities include the following:
• Problems reading and/or writing
• Problems with math
• Poor memory
• Problems paying attention
• Trouble following directions
• Clumsiness
• Trouble telling time
• Problems staying organized
• Each learning disability has its own signs. A person with a particular disability may not have all of the signs of that disability.