Unbagging Fidgety Philip — A Pedagogical Case Study Comparison Pertaining a Rethinking in Dealing with Syndromes of Attention Deficiency and Hyperactivity in Juveniles and Infants (original) (raw)
Related papers
2000
A WALDORF STUDY INTO ATTENTION RELATED DISORDERS "What is that Waldorf Schools are doing that seems so effective in helping children with Attention Deficit Hyperactivity Disorder 1 (ADHD)?" Many involved in Waldorf education have heard questions like this from Health professionals eager to refer families. Why is it that as the problem of ADHD or what can be called Attention Related Disorders (ARD) increases so to does Waldorf Education's reputation for being able to reach and teach children with challenging behavior? A research project exploring the issue of ARD/ADHD in Waldorf Education now underway.
Restless Minds: Attention Deficit Hyperactivity Disorder in Children (Atena Editora)
Restless Minds: Attention Deficit Hyperactivity Disorder in Children (Atena Editora), 2023
Attention Deficit Hyperactivity Disorder (ADHD) is today one of the most studied topics in school-age children. It is estimated that it represents one of the main sources of referral of children to the health system (Barkley, 2008). Epidemiologic studies indicate that 3% to 7% of US school-aged children have ADHD (Goldman, Genel, Bezman, & Slanetz, 1998; Pastor & Reuben, 2002). In Brazil, some studies in populations of Brazilian children of school age corroborate these indices (Guardiola, Terra, Ferreira & Londero, 1999; Rohde & cols., 1998; Souza, Serra, Mattos, & Franco, 2001; Freire & Pondé, 2005 ). METHOD: This is a literature review, of the narrative type, which aims to describe the characteristics and epidemiological situation caused by ADHD in children, from a theoretical point of view, through materials that have already been published on the subject in question, through analysis and interpretation of the literature. The review was carried out from July to August 2023, through searches in the Virtual Health Library (VHL), Latin American and Caribbean Literature in Health Sciences (LILACS),National Institutes of Health’s Library of Medicine (PubMed) e Scientific Electronic Library Online (SciELO). RESULT AND DISCUSSION: Hyperactivity can be perceived in several stages of the child's development, and can be observed already in infants, but it becomes much more evident when children are in the pre-school or school stage. Based on TOPCZEWSKI (1999); Some characteristics can be noticed, such as: ‘‘when playing, they cannot stick to certain activities for some time, as they quickly lose interest in one activity and go looking for another; they are those children who are always everywhere; they need to be constantly supervised, as they often invent activities that involve danger, which generates great uneasiness for parents; they change toys very often, as they cannot be satisfied with any for a long time; they have a spirit of destruction, even with their objects; they cannot stay seated at the table during meals; watch television more for a limited time; talk a lot and change the subject quickly, without even finishing the previous thought; any stimulus, however simple it may be, is enough to divert attention from the activity they are developing; they cannot finish a task properly; are very disorganized in their daily lives, with their clothes, with their personal objects, toys and school supplies’’. CONCLUSION: Regarding the treatment of ADHD, the first step is always the planning of a multimodal therapy that respects the psychological, behavioral and occupational needs of the child and family. It is necessary to discuss the benefits and harms of pharmacological and non-pharmacological therapeutic modalities, always based on recent scientific evidence.
Attention Deficit-Hyperactivity Disorder in Children
Psychology Press eBooks, 2013
In the past ten years, many people have become aware of Attention Deficit Hyperactivity Disorder (ADHD). This sudden increase in awareness has been good, since more children with ADHD are now being properly diagnosed and treated. Furthermore, classroom teachers and parents are beginning to understand this disorder and how to manage it. Fewer parents feel the issues their children are having are their fault because they did not have a "good" parenting style (Phelan, 2000). The purpose of this paper is to continue to increase awareness about ADHD, the effects it has on children, and the treatments and interventions used to maintain or control the symptoms of the disorder. This will be accomplished through an overview of the definition, symptoms, prevalence, treatment, and interventions relative to ADHD.
Behaviour Research and Therapy, 1998
Assessment and treatment of attention-de®cit/hyperactivity disorder (ADHD) are reviewed in order to highlight the importance of examining individual dierences in treatment response. It is emphasized that treatment response in children often varies as a function of the domain measured, the setting evaluated, and intensity of the treatment. Three case studies are presented to illustrate this point. The ®rst case study is an example of a child who showed a consistent response to medication across settings and domains and treatment intensities. The second case study is an example of a child who showed dierential treatment response as a function of setting and/or treatment intensity, but was consistent across domain. The third case study is an example of a child who showed a dierential response to treatment as a function of domain, but was consistent across settings and treatment intensities. These case studies highlight the need for systematic, comprehensive, individualized treatments for children with ADHD. # 1998 Elsevier Science Ltd. All rights reserved.
Attention Deficit/Hyperactivity Disorder: A Real Disorder throughout the Lifespan
Research on ADHD has led to the prevailing view that it is a chronic neurodevelopmental disorder with a neurophysiological and genetic background. However, there is still an ongoing and wide-ranging dispute around it, as a minority of the scientific community questions the fact that it is a real disorder. In this paper, the main view points against the real nature of ADHD will be discussed. The "hunter versus farmer hypothesis", the hypothesis that ADHD is a "cultural construct" or an "invention of the pharmaceutical industry" as well as viewpoints within the framework of social constructivism will be presented. For each one of them, counter arguments will be provided in order to establish that ADHD is a real disorder with devastating effects on an individual's life throughout the lifespan, if undiagnosed and untreated.
Pediatric Clinics of North America, 2003
Attention-deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD) is a complex behavioral disorder that has long perplexed clinicians. Principles of evaluation and diagnosis of ADD/ADHD (ADHD) are reviewed in an article by Reiff and Stein in this issue. This article examines basic concepts of management, focusing on psychological and psychopharmacologic interventions. Management of ADHD should include a multi-modal approach, involving appropriate educational interventions, appropriate psychological management of the patient (child or adolescent), and judicious use of medications. Parents, school officials, and clinicians must work together to help all children and adolescents with ADHD achieve their maximum potential. Psychological interventions The literature describes a variety of psychological treatments used to manage the symptoms and problems associated with children diagnosed with ADHD. These interventions include psychotherapy, cognitive-behavior therapy (CBT), support
ATTENTION DEFICIT/HYPERACTIVITY DISORDER (ADHD) IN CHILDHOOD: CURRENT TRENDS IN MULTIDISCIPLINARY THERAPY (Atena Editora), 2023
Attention Deficit/Hyperactivity Disorder (ADHD) is the most common neuropsychiatric disorder in children, with a prevalence of 5% in schoolchildren in Brazil. The primary symptoms are attention deficit, hyperactivity and impulsivity, other presentations may be difficult to perform basic activities that require concentration, low academic performance, anxiety, feelings of guilt and inadequacy. In this context, ADHD presents a heterogeneous clinical picture, requiring an assertive diagnostic approach and multifactorial therapy. Given the importance of the topic, the present work consists of a literature review with articles published in the Scielo and Pubmed databases, with the combined descriptors "ADHD", "children", "treatment", and aims to present and discuss the pharmacological and non-pharmacological approaches currently used in the treatment of ADHD in children. In the therapeutic approach to ADHD, the process begins with family and school guidance, aiming for better adherence to treatment. The first-line pharmacological treatment recommended for children with ADHD is methylphenidate (MFD), which is available in immediate-release or prolonged-release form. The use of tricyclic and atypical antidepressants, such as imipramine and bupropion, respectively, also has good evidence. In this sense, the pharmacological choice requires an individualized assessment, and must be associated early with non-drug interventions, especially in the context of psychotherapy, highlighting Cognitive Behavioral Therapy (CBT), which uses techniques such as self-instruction, self-monitoring, planning and creation of reward systems that motivate the child during therapy. Therefore, ADHD in childhood appears to be a very complex condition, which demands treatment that involves the participation and understanding of the family, with a focus on social inclusion in different sectors, such as the school environment, aiming at continued care, which is value of the pharmacological and non-pharmacological devices available in the health system.
In this paper, we critically evaluate the literature of evidence-based psychosocial interventions for children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Our paper is structured around five main criticisms. First, the evidence-based psychosocial interventions are formulated on the basis of the categorical diagnosis of ADHD, which is an ambiguous diagnostic entity. Second, they claim homogeneity among children diagnosed with ADHD. Third, they diffuse non-pedagogical language in education. The fourth criticism refers to the methodological bias by which evidence is produced. The fifth and final criticism describes how this body of literature promotes a pedagogical practice that relies on manualized approaches to be considered effective.
2019
Objectives: For children with Attention Deficit Hyperactivity Disorder (ADHD), different types of play therapy may have different effects. The aim of this study was to compare the effect of two types of play therapy intervention methods, including a child-parents therapy named Filial Therapy (FT) and a child-therapist therapy known as Adlerian Therapy (AT) on the attention and hyperactivity of these children. Methods: In this randomized clinical trial, which lasted from February 20 to May 5, 2014, 51 boys and girls aged 6-12 years with ADHD were randomly selected and allocated to 3 groups by blocked method (17 subjects in each group). Two of the groups received FT and AT intervention and one group remained as a control group. Participation's parents in the FT group received one session of training play therapy per week for 10 weeks and played with their children at home every day during this time. The AT group received 3 sessions of play therapy for 10 weeks in the clinics. The data of attention and hyperactivity of the subjects were collected in the pre-test, post-test, and a 3-month follow-up by Child Symptom Inventory-4 (CSI-4) and Test of Everyday Attention for Children (TEA-Ch). The Mean, Standard Deviation (SD), and frequency were used as descriptive statistics and the Chi-squared, one-way ANOVA, Man-Whitney, and Kruskal-Wallis tests, as well as Generalized Estimating Equation, were used as analytical statistics in the SPSS V. 22. The P-value of 0.05 was considered significant. Results: Half of the subjects were male and the Mean±SD age of the subjects was 8±2 years old. The Mean±SD of hyperactivity was 23.94±13.44, 20.82±11.64, and 20.76±11.13 in the FT group, 17.70±3.70, 15.20±3.33, and 15±3.50 in the AT group, and 24.25±10.32, 25.38±11.48, and 24.81±11.96 in the control group. The Mean±SD of attention was 8.47±5.33, 15.60±2.79, and 15.80±2.50 in the FT group, 6.71±5.31, 12.24±3.33, and 12.90±3.12 in the AT group, and 9.71±5.36, 10.41±3.24, and 9.92±4.89 in control group. As the result showed, the hyperactivity of the subjects had significantly decreased in the intervention groups (P<0.05) compared with the control group. Also, the attention of the subjects had significantly increased in the intervention groups (P<0.05) compared with the control group. Discussion: Although both methods reduced the severity of hyperactivity and increased the attentional performance of the subjects, the effectiveness of the FT method was more enormous. The finding indicated that the participation of parents in the treatment process could increase the rehabilitation procedure of children with ADHD.