ADHD

Attention-Deficit Hyperactivity Disorder (ADHD) has been characterized by Barkley (1998) to involve two sets of symptoms: inattention and a combination of hyperactive and impulsive behaviors. Boys are at least three times as likely as girls to develop the disorder, and the behavior patterns that typify ADHD usually arise between the ages of three and five, although age of onset can vary widely with some children not demonstrating symptoms until late childhood or even early adolescence. Barkley (1998) notes further that many studies estimate that between 2 and 9.5 percent of all school-aged children worldwide have ADHD, thus indicating the severity and extent of the problem and inferring its significance for educators, psychologists, social workers, parents, and other caregivers responsible for overseeing the development of children.

The effectiveness of classroom management techniques and strategies for teaching children with ADHD is critical in helping manage the disorder in a way that does not impact development. Such strategies are important as Barkley (1998) has pointed out because most researchers who have studied this condition and who regard it as a failure of behavioral inhibition that delays the ability to privatize and execute four executive mental functions (i.e., working memory, private speech, emotional control, and creativity) support the theory that children with ADHD might be helped by a structured env

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modification. The author found that over 60 percent of the subjects treated with behavior modification and higher levels of pharmaceutical dosage, exhibited greater reduction in impulsivity, acting-out behaviors, and episodic distraction. The author concluded that a major cause for concern in treating ADHD children was determination of the proper dosage of methylphenidate. Pelham (1993) also found that for younger students with ADHD, time-out behavior modification was extremely successful in reducing impulsivity when episodes of acting-out were assessed against baseline data. Frazier and Merrell (1997) reviewed practical issues involved in the behavioral treatment of ADHD. Their study considered the relative merits of a number of empirical research articles describing non-behavioral treatment approaches and their efficacy, as well as behavioral methods of treatment. They found that aside from pharmacological interventions, relatively few non-behavioral treatment approaches have been implemented successfully with ADHD children. Cognitive interventions which were favored in the 1980s brought disappointing results. Frazier and Merrell (1997) also commented on the success of stimulant drugs in controlling ADHD and suggested
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Approximate Word count = 3258
Approximate Pages = 13 (250 words per page)

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