MANILA Central university

EDSA, Caloocan City

Senior High School

Performance Task
in
EMPOWERMENT TECHNOLOGIES

The Study of Attention-Deficit/Hyperactivity Disorder (ADHD) in Students

Submitted by:

Barlaan, Richelle C.

Gotiangco, Irish Leigh O.

Pano, Sydney B.

Sulit, Edcel Janine L.

Tubio, Gerri Eunice Belle I.

STEM 11-1

Submitted to:

Mr. Silagan, Erman G.

Date Submitted:
July 25,2019
 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

I. Introduction

Education has a very important role in enhancing the lives of every individuals in

the society. Equity in education requires putting systems in place to ensure that every

child has an equal chance of success.

Nowadays, ATTENTION DEFICIT HYPERACTIVITY DISORDER also known as

ADHD is a type of disorder that’s not understood by many people because they think that

if you have that kind of disorder you are CRAZY but that’s not the real meaning behind

that disorder. Out-of-control is completely different to being crazy it’s just that people

doesn’t see the difference between the two. Having this disorder is challenging because

it affects your whole life and it can ruin your life because of the people around judging you

without knowing who you are and what you are.

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II. Content

WHAT IS ADHD?

Attention-Deficit/Hyperactivity Disorder (ADHD) is a genuine general medical issue

influencing countless of youngsters and grown-ups.

ADHD can cause problems in how well children do in school, in their ability to make and

keep friends, and in how they function in society. Although there are treatments to

improve ADHD symptoms, more information is needed about managing ADHD so that

children can learn and grow into adulthood without being impaired by their symptoms.

It is not known what causes ADHD. ADHD is often seen in families, and genes appear to

play a role, but other factors may contribute or make symptoms worse. For example,

some environmental exposures have been linked to increased ADHD symptoms, but the

evidence has been inconsistent. Knowing more about those factors would help with

planning how to decrease the risk for ADHD. (Attention-Deficit / Hyperactivity Disorder

(ADHD) , 2019)

Scientists have not yet identified the specific causes of ADHD. There is evidence that

genetics contribute to ADHD. For example, three out of four children with ADHD have a

relative with the disorder. Other factors that may contribute to the development of ADHD

include being born prematurely, brain injury and the mother smoking, using alcohol or

having extreme stress during pregnancy.

Many adults with ADHD do not realize they have the disorder. A comprehensive

evaluation typically includes a review of past and current symptoms, a medical exam

and history, and use of adult rating scales or checklists. Adults with ADHD are treated

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with medication, psychotherapy or a combination. Behavior management strategies,

such as ways to minimize distractions and increase structure and organization and

involving immediate family members can also be helpful. (What is ADHD?, 2017)

ADHD affects children and teens and can continue into adulthood. ADHD is the most

commonly diagnosed mental disorder of children. Children with ADHD may be

hyperactive and unable control their impulses. Or they may have trouble paying

attention. These behaviors interfere with school and home life.

It’s more common in boys than in girls. It’s usually discovered during the early school

years, when a child begins to have problems paying attention.

Adults with ADHD may have trouble managing time, being organized, setting goals, and

holding down a job. They may also have problems with relationships, self-esteem, and

addiction. (What is Attention Deficit Hyperactivity Disorder?, 2019)

WHAT ARE THE SYMPTOMS OF ADHD?

Many children with ADHD show signs of the disorder before they reach school age. But

it’s in school, when they are having trouble meeting expectations for kids in their grade,

that most are referred for diagnosis.

ADHD is one of the first things that’s suspected when a child’s behavior in class, or

performance on schoolwork, is problematic. A child who can’t seem to sit still, who

blurts out answers in class without raising his hand, who doesn’t finish his homework,

who seems to be daydreaming when the teacher gives instructions—these are well-

known symptoms of ADHD.

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But these are also behaviors that can be a result of other factors, from anxiety to trauma

to just being younger than most of the kids in the class, and hence a little less mature.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and

impulsivity. Of course, all young children occasionally have trouble paying attention to

teachers and parents, staying in their seats, and waiting their turn. Kids should only be

diagnosed with ADHD if their behavior is much more extreme in these areas than other

kids their age.

These symptoms of ADHD are divided into two groups—inattentive and hyperactive-

impulsive. But the majority of those with ADHD have a combination of both, which may

make it very difficult for them to function in school.

 Inattentive symptoms of ADHD:

 Makes careless mistakes in schoolwork, overlooks details

 Often loses their focus and attention

 They have difficulty following instructions

 Doesn’t seem to be interested on what you are talking about.

 Has trouble organizing tasks and possessions

 They always fail to finish work in school or chores in the classroom

 Often avoids or resists tasks that are connected to mental activity.

 Often to be forgetful about their homework assignments, books, jackets,

backpacks, sports equipment.

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 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

 Hyperactive or impulsive symptoms of ADHD:

 Always fidgeting or squirming

 Can’t stay on their seats.

 Runs and climbs everywhere

 Can’t play quietly

 They extremely impatient, can’t wait for their turn

 Always seems to be hyper even though it’s not needed

 Talks a lot about some nonsense topic.

 Saying the answer even though you didn’t ask him/her.

 Interrupts or intrudes on other conversations, activities, possessions. (Miller,

What's ADHD (and What's Not) in the Classroom)

HOW DOES ADHD IN STUDENTS IMPACT THEIR SCHOOL PERFORMANCE?

ADHD symptoms do contribute to poor school performance. Classroom

accommodations can be extremely helpful to children with ADHD.

ADD and ADHD are neurobiological disorders which affects approximately five to twelve

percent of all children. Researchers believe that neurotransmitters, the chemical

messengers of the brain, do not work properly causing symptoms of ADD or ADHD.

Inattention and impulsivity, the two major characteristics of attention deficits, can make

complying with parental requests and succeeding in school more difficult for these

children. Symptoms of ADD and ADHD vary from mild to severe.

Approximately 50 percent of adults no longer experience major problems with

symptoms of the condition. Some children with attention deficits do extremely well in

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 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

school. However, for many others, underachievement in school is a hallmark

characteristic of the condition.

Research has shown that medication can help most children with ADD and ADHD

improve their performance at home and school. Medications commonly used to treat

attention deficits such as Adderall, Concerta, Strattera, Ritalin or Dexedrine, help the

neurotransmitters norepinephrine, dopamine, and serotonin work properly. Thus, when

medication is effective, attention and concentration improve, more chores and

schoolwork are completed, compliance with adult requests increases, hyperactivity and

impulsivity decrease, and negative behaviors decrease. (Impact of ADHD on School

Performance, 2019)

Children with ADHD have a difficult time controlling their bodies. These children appear

to be “on the go” much of the time. Sometimes we help students to identify when their

“engine is running fast” to raise physical awareness and teach calming strategies.

Students who have a tough time regulating their bodies find it difficult to sit still, say at a

desk in the classroom, for long periods of time. They feel compelled to stand up, move

around the room, and often seek excuses for leaving the classroom in order to satisfy

their need for movement.

Classrooms are active places and come with their fair share of background noise and

movement. The squeak of a chair, the tapping of a pencil, the sounds of a neighboring

class traveling the hallways are all environmental stimuli that can derail the focus of a

child with ADHD. It is also important that a child’s study space within the home be free

of extraneous distractions. This can be challenging, especially when children must

access technology for school assignments.

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 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

Students living with ADHD experience a kind of built-in frustration much of the time.

Often their thoughts are racing faster than their bodies can keep up. Many children with

ADHD are of average to above average intelligence. They often understand the content

presented in the classroom but struggle to demonstrate that understanding in school.

Their input doesn’t always match their output. As such, students may fail tests, struggle

with writing, or may not complete assignments and long-term projects. It's a frustrating

situation all around. Students with ADHD may begin to feel incapable and defeated and

may even go so far as to simply give up on the task at hand. (Flewelling, 2016)

Depending on the subtype of ADHD they are suffering from, children with ADHD lack in

one or more of the following:

 Concentration

 Communication/Interaction

 Memory

Oftentimes, the symptoms of ADHD are not easily noticeable in a child, and they do not

come to forefront until the child starts facing difficulties coping with increasing learning

pressures as their education progresses.

Inattentiveness is a classic symptom of ADHD. Children with ADHD face problems in

carrying out tasks which demand concentration... Because of this, they often keep look

for excuses to avoid studying.

Due to their hyperactive mannerisms and impulsive nature, children with ADHD have a

hard time dealing with people. They get irritated often and can exhibit defiant and

violent, risk-seeking behaviors. They are often isolated because of difficulties in gelling

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 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

with others. A positive diagnosis of ADHD predisposes the patient to other behavioral or

conduct-related disorders such as oppositional defiant disorder (ODD), conduct disorder

(CD), autism, or Tourette’s syndrome.

LINK: https://www.news-medical.net/health/The-Impact-of-ADHD-on-

Learning.aspx?fbclid=IwAR1PJvTlce7OfC9iVHlbA54c9ztZhNaY56hQgoY9f_lminiow6g

HtHvVnCs

WHAT ARE THE CHALLENGES OF STUDENTS WITH ADHD?

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and

impulsivity can be frustrating. You know the brainpower is there, but they just can’t

seem to focus on the material you’re working hard to deliver. Plus, their behaviors take

time away from instruction and disrupt the whole class.

Students with ADHD may:

 Demand attention by talking out of turn or moving around the room.

 Have trouble following instructions, especially when they’re presented in a list,

and with operations that require ordered steps, such as long division or solving

equations.

 Often forget to write down homework assignments, do them, or bring completed

work to school.

 Often lack fine motor control, which makes note-taking difficult and handwriting a

trial to read.

 Have problems with long-term projects where there is no direct supervision.

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 The Study of Attention-Deficit/ Hyperactivity Disorder| Barlaan et al

 Not pull their weight during group work and may even keep a group from

accomplishing its task.

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay

attention. Follow instructions. Concentrate. These are the very things kids with attention

deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they

aren’t willing, but because their brains won’t let them. That doesn’t make teaching them

any easier, of course.

Children and teens with ADHD often pay the price for their problems in low grades,

scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile,

you, the teacher, feel guilty because you can’t reach the child with ADHD and wind up

taking complaints from parents who feel their kids are being neglected in the classroom.

But it doesn’t have to be this way. There are strategies you can employ to help students

with ADHD overcome learning challenges, stay focused without disrupting others, and

succeed in the classroom.

HOW CAN YOU HELP A STUDENT WITH ADHD?

Successful programs for children with ADHD integrate the following three components:

1. Accommodations: what you can do to make learning easier for students with

ADHD.

2. Instruction: the methods you use in teaching.

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3. Intervention: How you head off behaviors that disrupt concentration or distract

other students.

Your most effective tool, however, in helping a student with ADHD is a positive attitude.

Make the student your partner by saying, “Let’s figure out ways together to help you get

your work done.” Assure the student that you’ll be looking for good behavior and quality

work and when you see it, reinforce it with immediate and sincere praise. Finally, look

for ways to motivate a student with ADHD by offering rewards on a point or token

system.

LINK: https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-

attention-deficit-

disorder.htm?fbclid=IwAR08I1ShYmwS4Q4cNw0qyhBrTQaz34qsrI65IUDpD1i1CcMLjtd

aQaiK4qM

Here are some tips for successful teaching:

1. Set up an informal support group you can lean on. Having ADHD kids in the

classroom can be exhausting. Ask for help from specialists (learning,

psychological, medical). Involve the parents—how do they handle certain

situations at home; what can they do at home to make your job easier.

2. Know—and accept—your limits. If you accept that it’s okay to get angry, tired,

frustrated or even a little crazy, it’s easier to keep your overall sanity than if you

think you must be perfect.

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3. Avoid unfair expectations. Most kids with ADHD are smart, and because their

behavior and performance are inconsistent, teachers often think the child’s

problems are due to non-compliance or laziness, with the standard refrain being,

“we know if you just tried harder you could do it.”

4. Make sure you have his attention. Unless the child is paying attention, he can’t

learn. So before beginning a lesson or assignment, establish eye contact with

the child so you know he’s focused.

5. Set the child up for success, not failure. Break instructions into small steps

and assign one task at a time. Pick one goal at a time.

TREATMENTS ON STUDENTS THAT HAS ADHD

Treatment for a child with ADHD can be very effective, especially when the diagnosis is

made at an early age. Multi-modal treatment is recommended. This is a combination of

individual and family therapy, behavior modification and, when appropriate, medication.

Additional services are often helpful, such as socialization skills training, occupational

therapy, organization, and time management and study skills training. If there is a

question as to whether a child has ADHD, it is important that they are tested, in order to

receive appropriate services as soon as possible.

Children with ADHD are generally bright, although they may not show it. They are

frustrated by their challenges and inconsistent behaviors. Older children may have

learned to cover this up, often by manifesting negative attitudes and behaviors.

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Motivating the child with ADHD is critical to his or her success. When motivated,

challenged and interested, there is a change in their brain chemistry.

Parents of kids with ADHD are generally very frustrated. There is a pervasive attitude

that, since the children misbehave, the parents are doing a terrible job of parenting.

They are often criticized for not exerting enough discipline. Meanwhile, they may have

relatives or spouses who criticize them for being too strict. There is often contention

between spouses on how to handle the child. People often believe (especially fathers)

that the child “Just needs to shape up.” What is often overlooked at home, as well as at

school, is that the child CANNOT “just” shape up. These children have a very real

neurological problem and need help to succeed.

LINK: https://www.addrc.org/disorder-105-tips-for-

teachers/?fbclid=IwAR1xHgPNfstVFcJm48OK7PuYshvi_ZneDAwzEafr7adDEKp_zRhV

VUvrxo4

III. Conclusion/Synthesis

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IV. Reference List

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