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Download e-book Attention Deficit/Hyperactivity Disorder: A Multidisciplinary Approach

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For teachers having trouble coping with hyperactive children, chapter four Interventions at school suggests ideas and strategies to demonstrate how many impulsive and hyperactive children can be supported in a mainstream class. Helpful tips on classroom organisation; physical arrangements; lesson presentation; social skills and managing behaviours may be beneficial to the class as a whole.

There is helpful guidance too in chapter five for parents struggling with their child's behaviour, which will help them to be consistent and positive. Plain common sense is evident in sections like Planned Ignoring that could be applied by parents dealing with any child having a bad-brat day or throwing a wobbly - switch on the Hoover and drown them out. I like it. Chapter 5, 'Interventions at Home' spells out the implications for parents while honestly recognising their problems and their importance in the situation.

This is followed up by some very clear and practical advice augmented in Appendix C, 'Information Sheet for Parents'. There is similarly practical information and advice for teachers in Chapter 4, but what pleases me most is the unashamed espousal of behavioural methods by the author throughout the book. Emphasis is placed on the need for close co-operation between schools and parents if progress is to be made and of the need for valid and reliable information for both parties which this little book provides.

There is a good reading list and several pages full of useful contact addresses. The book is written by practitioners for practitioners. Both books are jargon-free and include accessible accounts of the main characteristics of the disorders as well as practical guidance on how to meet the needs of individuals with experiencing these problems. An interesting feature of the book is that it has its origins in a Local Government's attempts to establish a multi-disciplinary policy on the subject.

It has useful checklists, guidelines and practical suggestions for classroom organisation. Reviews Schrijf een review. Bindwijze: Paperback. Verwacht over 6 weken Levertijd We doen er alles aan om dit artikel op tijd te bezorgen. Verkoop door bol. In winkelwagen Op verlanglijstje. Gratis verzending 30 dagen bedenktijd en gratis retourneren Ophalen bij een bol. Anderen bekeken ook.

Attention Deficit Hyperactivity Disorder and Executive Functioning

Arthur D. Jason Aronson Inc. Rating scales can be used to provide valid, reliable data from these different settings. Comparisons can be made between parent and teacher ratings on a number of dimensions.

ADHD: What parents need to know about attention deficit hyperactivity disorder

A whole number of different rating scales are available. They take account of age and sex and separate forms exist for the child, parent and teacher. They provide a profile of eight syndrome scales — including Attention Problems — which can be computer scored and analysed with percentiles and clinical significance levels. Responses between individuals can easily be compared. Excellent convergence has been found between dimensions on this scale and the diagnosis of ADHD in the research literature Biederman et al. Again various schedules are available and can be tailored to individual needs and circumstances see Croll ; Goldstein It is important to remember that all questionnaires and rating scales are subjective and care is needed in their interpretation.

Assessment here follows a staged process similar to the Code of Practice on the assessment of special educational needs Department for Education — see sec.

Next Steps

Individual Psychological Assessment and Cognitive Profile A psychological evaluation essentially follows a problem- solving framework. Particular consideration will need to be given to assessing attention span, visual-motor skills, memory, impulsivity, planning and organisational skills.

ADHD Service

Tests of cognitive ability may be administered to assess whether or not the child is under-achieving, to observe learning style and to look for any other areas of dysfunction. Clinical profile and observations of learning style and behaviour are as relevant as any overall score of intellectual functioning. To date, no individually administered test or group of tests has demonstrated an acceptable degree of ecological validity in the diagnostic process Barkley b, b, , ; Du Paul and Stoner ; Tannock ; Taylor a, b. Poor performance on this factor may be due to a variety of possible causes, including performance anxiety.

Another purpose of the medical examination is to evaluate any co-existing conditions that may require medical man- agement.


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Children with epilepsy or significant allergies such as asthma will require careful evaluation because of the behavioural side effects of medications used to treat them. It is also necessary to determine whether physical conditions exist that are contraindications for treatment with medications e. Accurate baseline data on physical growth, heart rate and blood pressure will be needed against which to compare subsequently if medication is to be contemplated.


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All of this data will need to be considered within the context of an assessment of family functioning and parenting strategies alongside other relevant environmental and social factors. The current state of knowledge strongly suggests that professionals must rely on several methods of assessment, utilise several sources of information from different settings, and interpret the data obtained within both a biopsychosocial and a developmental perspective.

Behaviour modification, cognitive therapy, counselling, social and organisational skills training are examples of options which can be used. No single treatment is likely to deal effectively with the cluster of behaviours and problems that these children experience. It is really a matter of defining the problem, the behaviour and the situations in which the problems occur, and then looking at a repertoire of interventions.

These points are incorporated in the following guidelines in this and the following chapters, relating to school, home and medical interventions. It will be important to prevent the child feeling or being rejected by his or her peers as this may exacerbate the situation.

ADHD Treatment: Attention Deficit Hyperactivity Disorder | Psych Central

The strategies are aimed at inclusion wherever possible and we would encourage teachers to be creative in designing and implementing their own bank of ideas and resources — all aimed at supporting the child in accessing the curriculum. It would help if the diagnosing or labelling of the child did not equate with the perception of the child being deficient in some way. Diagnosis could lead to opportunities. The class teacher may need positive support and understanding based on a shared experience and input. The multi-professional dialogue and exchange of information will help to establish interventions that are effective.

This will engage children with themselves, the curriculum, their peers, and home and family. Discretion and professional judgement will be needed to discriminate between strategies appropriate for primary or secondary pupils. This is the basis for good practice for all children. A structured daily routine where school can be a predictable place is reassuring. Any changes or alterations to the timetable need to be anticipated as far as possible in order to prepare the child. Encourage all the children to keep their homework diary up to date where appropriate and ask to see their entries.

Physical Arrangements 1. Attention to the seating and layout of furniture in the classroom will ensure that distractions are at a minimum. Keep desk clear of unwanted equipment.

Attention Deficit Hyperactivity Disorder (ADHD)

Encourage all children to keep working areas tidy. Sit the child away from window catches, blinds, plugs and sockets etc. Lesson Presentation 1. The child can be supported in aiming to increase his or her concentration and attention span through appropriate tasks and activities. Try out and practise finely tuned questions that will help to re-engage the child in the task. They will also act as a signal if the child and teacher have agreed what such questions mean. Keep noise level down to an acceptable level.