Adhd Intervention

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When diagnosing ADHD it is important to remember that there are three subtypes of the disorder; inattention, hyperactivity-impulsivity, impulsivity. According to the DSM-IV, a person needs to exhibit six symptoms of inattention in order to be diagnosed as predominantly inattentive type. These symptoms are things such as an inability to give close attention to details, trouble keeping attention on the task at hand, being forgetful in daily activities, and being easily distracted. The subtype hyperactivity-impulsivity also requires six symptoms for diagnosis, these symptoms include, fidgeting with hands or feet, inability to sit in one place for an extended period of time, talking excessively, and running when it’s not appropriate. Symptoms …show more content…
Behavioral Interventions include, in this case, modifying different aspects of the classroom environment that might be adding to the impairment of ADHD. Behavioral interventions for students with ADHD include both antecedent- and consequence-based strategies.Specifically, teachers can use different variations of antecedent-based interventions. Antecedent interventions aim to prevent inattention and disruptive behaviors from happening in the classroom, or at all. A way to integrate this type of intervention in a class is that the teacher can post a set of class rules. There should only be a couple rules that are clear and phrased in a positive manner. The teacher should keep the rules posted in the classroom for all students to be exposed to and review them with the students throughout the year. Children with ADHD may need the rules in a closer proximity to them than their peers, but that can easily be arranged by posting the rules on the child’s desk or inside their notebook. It would be beneficial for the children with ADHD to receive extra praise for following the class rules, to reinforce the absence of those disruptive and inattentive behaviors happening in …show more content…
The teachers in the study stated that they saw more physical aggression, that was viewed more positively, from the boys. While they believed that the girls they taught were verbally louder and drew more attention (2017). This also points to societal gender roles and the differing expectations of what is considered appropriate behavior for children. Additionally, many teachers interviewed had strong feelings about the negative impact they believed home environment had on children with ADHD due to perceived lack of discipline, inadequate adult involvement or conversely, lack of encouragement for children independence (Lawrence et al., 2017). These views may actually point to the way that schools in the United States have been, and still are, used to promote cultural values and expectations. In fact, when the Diagnostic and Statistical Manual of Mental Disorders (5th edition) and the International Classification of Diseases (10th edition) describe “what constitutes disorderly behavior, the manuals delineate the kinds of actions that are considered appropriate behaviors. Underlying these distinctions are certain worldviews about the ways individuals should act, which reflect value judgments that are not stated explicitly” (Freedman & Honkasilta, 2017). Freedman and Honkasilta (2017) also make the point that these different cultural views
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