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ADHD has an estimated prevalence of 8.7% among children, though estimates vary. It is more common in boys than girls, and symptoms may reduce as individuals age. ADHD can cause impairment in domains like peer and adult relationships, academic progress, self-esteem, and group functioning. While the exact causes of ADHD are unknown, it is not caused by factors like parenting, diet, or technology overuse, but is likely due to a combination of genetics and environment.
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Attention-deficit/hyperactivity disorder (ADHD) is a chronic, pervasive childhood mental health disorder with a typical onset during early childhood, and it results in considerable impairments in social, academic, and family functioning.
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Effects of preterm birth on school readiness part ii
Certain neonatal conditions, such as very preterm (VPT) and extremely low birth-weight (ELBW) along with Respiratory Distress Syndrome, have have negative effects on school readiness skills and academic achievement. Children born low birth-weight (LBW) or preterm (PT) may have deficits in mental functions, neuromusculoskeletal abilities, and movement related functions. Gestational age and school readiness in
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What is Attention Deficit Hyperactivity Disorder (ADHD, ADD)?
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Attention Deficit Hyperactivity Disorder (ADHD) (also Hyperkinetic Disorder in the UK) is a complex mental health condition that is associated with hyperactivity,
impulsivity,
and inattention and is diagnosed in childhood, but can
persist
into adolescence through to adulthood. On the other
hand,
Post-traumatic stress disorder
 (
PTSD
) is a mental health condition that is triggered by horror or terror through experience or witness of a traumatic event. It is usually synonymous with flashbacks, nightmares and severe anxiety, coupled with unmanageable thoughts about the same
incident
.
Mental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Post-Traumatic Stress Disorder (PTSD) and their effects on learning have been subjects of discussion over the periods. The underlying mechanisms of how they add to learning disabilities are one question that has brought about mixed reactions among the mental health professionals. Further questions as to whether they are neurological or psychological disorders have also
been raised
(Mason-Allgood, 2005).
However,
the answers are still
debatable.
Background of the study
Education remains one of the greatest anchors of success in the world. It provides the keys to career opportunities to school going children as well as enlightening the generations. A
vast
majority of successful people owe it to education. Parents are therefore obliged to ensure that their children get the from the
education
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Our societies are prone to preventable disasters that frequently occur. The calamities range from parental conflicts, robbery, fatal road accidents, the
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far-reaching
effects on children, going beyond the physical into their mental orientation (Smith, 2010). Some of the children end up in trauma and stress by such events. Many of the bottlenecks that we have in our schools are evidence of ADHD (Tiah, 2013). The stress and trauma are
substantially
reflected in the manner of the decline in the childrenâs class performance, being linked closely to these disasters. For instance, a study revealed a young child with difficulties going to sleep, experienced a decline in concentration both at home and school. The study further
showed
that each time he hears a siren he raises the window shouting âCops are coming! Cops are comingâ (Thomas, 1996 p. 311).
This steps
up the need to put more emphasis on neurological and psychological examination.
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Framework
There are very many diagnoses which contain many variables which impact behavior and particularly the attention of a child. The Association of Higher Education and Disability (AHEAD) recently, implemented a theoretical framework that significantly reviews its guidance for accommodating persons with disability in the higher learning set up (Brock, 2012).
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impulsivity,
and inattention and is diagnosed in childhood, but can
persist
into adolescence through to adulthood. On the other
hand,
Post-traumatic stress disorder
 (
PTSD
) is a mental health condition that is triggered by horror or terror through experience or witness of a traumatic event. It is usually synonymous with flashbacks, nightmares and severe anxiety, coupled with unmanageable thoughts about the same
incident
.
Mental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Post-Traumatic Stress Disorder (PTSD) and their effects on learning have been subjects of discussion over the periods. The underlying mechanisms of how they add to learning disabilities are one question that has brought about mixed reactions among the mental health professionals. Further questions as to whether they are neurological or psychological disorders have also
been raised
(Mason-Allgood, 2005).
However,
the answers are still
debatable.
Background of the study
Education remains one of the greatest anchors of success in the world. It provides the keys to career opportunities to school going children as well as enlightening the generations. A
vast
majority of successful people owe it to education. Parents are therefore obliged to ensure that their children get the from the
education
sector in the best environment possible.
Our societies are prone to preventable disasters that frequently occur. The calamities range from parental conflicts, robbery, fatal road accidents, the
demise
of loved ones to national disasters such as terrorism and civil wars. These disasters have
far-reaching
effects on children, going beyond the physical into their mental orientation (Smith, 2010). Some of the children end up in trauma and stress by such events. Many of the bottlenecks that we have in our schools are evidence of ADHD (Tiah, 2013). The stress and trauma are
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showed
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_cdf6e8dffbe6a9f5b24d93ee244690f8_MOD-1_PART-II (1).pptx
- 1. Attention-deficit hyperactivity disorder (ADHD) Module 1 (continued)
- 2. Attention-deficit hyperactivity disorder (ADHD) Part II. Prevalence & Causes
- 3. ⢠Prevalence estimates vary depending on method used, geographic region, age targeted, and rater ⢠Prevalence of ADHD estimated at 8.7% (Froehlich et al., 2007) ⢠More common in boys than girls ⢠Symptom presentation may reduce as individual becomes older Prevalence
- 4. Impact of ADHD - Impairment
- 5. Domains of Impairment ⢠Peer relationships ⢠Adult relationships ⢠Sibling relationships ⢠Academic Progress ⢠Self-esteem ⢠Group functioning ⢠Associated problems
- 6. Impairment Ratings â Academic Progress Parent ratings Teacher ratings (Fabiano et al., 2006)
- 7. Impairment Ratings â School Functioning Relationship with Teacher Classroom Functioning (Fabiano et al., 2006)
- 8. Causes No known causes of ADHD
- 9. However, we do know what does not cause ADHD ⢠Bad parenting or teaching ⢠Sugars, food dye, diet ⢠Too many computers/ t.v. /videogames Likely caused by a complicated combination of genetics, environment, and the combination of both.