2-1 Discussion: ADD/ADHD and the Classroom

I’m studying for my Psychology class and don’t understand how to answer this. Can you help me study?

Read ADD/ADHD Alternatives in the Classroom and Implications of Changes for the Field: ADHD. In your post, discuss your thoughts on working with children/adolescents in the classroom setting. Should teachers be trained to work with these students in a different manner compared to children/adolescents without ADHD?

Thoroughly argue and defend your position by evaluating and applying appropriated developmental theory and concepts with support from module readings and other articles as you deem necessary. Keep in mind DSM 5’s criteria for ADHD and determine whether providing DSM 5 training to educators would better enable them to support students with ADHD.

In response to your peers, support or counter their positions with support from the module’s readings or other research you have found. In your support or differentiated opinion of a colleague’s position, provide a real-world example that supports your views on whether training for educators should be mandated.

For example, should educators be mandated to attend trainings on a quarterly basis or yearly basis, and what content should be presented to educators to ensure they are interacting effectively with students with ADHD?

To complete this assignment, review the Discussion Rubric document.

AFTER WRITING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!

INITIAL POST SHOULD BE A MINIMUM OF 200 WORDS AND THE TWO RESPONSES SHOULD BE A MINIMUM OF 150 WORDS EACH!



STUDENT ONE:

I feel as though all teachers should be educated on the signs and symptoms of ADD/ADHD. If teachers were educated on the signs and symptoms, then perhaps this could aid in early detection of ADD/ADHD. With that being said, a child or adolescent who suffers from ADD/ADHD does need to have an individual education plan (IEP) in place to better provide them with an education taught in manner that caters to them. ADD/ADHD are cognitive behavioral development disorders. All of the criteria surrounding these disorders are behavioral issues. Individual predispositions interact with these conditions to produce behavioral, emotional, and cognitive effects that can turn into relatively stable behavioral patterns (VA, n.d.). With the additions to ADD/ADHD criteria in the DSM-5, there is now more children falling into the categories and being diagnosed. “Therefore, the proposed DSM-5 changes would likely lead to a sizable increase in the number of children and adolescents who meet H/I symptom criteria. Some individuals previously diagnosed with the predominantly inattentive type would likely meet criteria for ADHD-combined, whereas some children who display subthreshold ADHD symptoms might meet criteria for ADHD-H/I” (Sibley, Waxmonsky, Robb, & Pelham, 2013). I believe this has played a big role in the abundance/over diagnosing of ADD/ADHD.

References

Sibley, M. H., Waxmonsky, J. G., Robb, J. A., & Pelham, W. E. (2013). Implications of Changes for the Field: ADHD. Journal of Learning Disabilities, 46(1), 34–42. https://doi.org/10.1177/0022219412464350

Thomas Armstrong. (1999). ADD/ADHD Alternatives in the Classroom. ASCD.

VA;, S. (n.d.). A Dynamic Developmental Theory of attention-deficit/hyperactivity Disorder (ADHD) Predominantly hyperactive/impulsive and Combined Subtypes. Retrieved July 02, 2020, from https://pubmed.ncbi.nlm.nih.gov/16209748/

STUDENT TWO:

For children with ADHD, their educational experience has more obstacles in the path to success than the average student. The symptoms such as difficulty sitting still, the inability to pay attention, and difficulty with controlling impulse can become a factor for the child having difficulties with doing well in school (ADHD, 2019). Teachers who work with students with ADHD should be trained in a different manner because to effectively and successfully teach these students they will need the training that can fit the child’s needs in the classroom. I do believe the DSM-5 criteria would help better support the students with ADHD with the 3 major proposals that are under review for DSM-5 that will include more hyperactivity-impulsivity symptoms and longer descriptions, modifying DSM B criterion raising the maximum age of onset to 12 years old and reformulating ADHD subtypes. I believe that this can help identify symptoms more efficiently (Sibley, Waxmonsky & Robb, 2012).

ADHD in the Classroom. (2019, November 07). Retrieved July 02, 2020, from https://www.cdc.gov/ncbddd/adhd/school-success.html

Sibley, M. H., Waxmonsky, J. G., & Robb, J. A. (2012, November 5). Implications of Changes for the Field: ADHD. Retrieved July 02, 2020, from https://journals-sagepub-com.ezproxy.snhu.edu/doi/full/10.1177/0022219412464350


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