Attention deficit and hyperactive disorder symptoms

The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) desribes Attention Deficit Hyperactivity Disorder (ADHD) as developmental inappropriate degrees of inattention, impulsiveness and hyperactivity. Additionally, Attention Deficit Disorder has similar symptoms however it lacks the hyperactive quality that is seen in ADHD children. Moreover, children who manifest these disorders tend toward low self-esteem, mood lability, low frustration tolerence and temper outbursts as well as academic underachievement.

Teachers, parents and school counselors make attempts to reach out to these younsters; however, they are often overwhelmed by the adverse reactions to their efforts. For instance, sometimes a child resents having to be helped (especially in front of valued peers), while other times parents feel coerced to put their child on medication. Not everyone feels similarly re medication as an intervention, and the argument pro or con can delay a child from receiving the help he/she deserves. The following interventions may enable and empower a child who is challenged by these disorders. The interventions do not require medication as a supplement; however, they can be easily adapted to the child who is medicated.

Asking a child to repeat what instructions were given is another way of empowering the child's listening skills. It only takes a few reminders of this request before a child learns to listen well, as the child knows he/she will be called upon to iterate what has been directed. Moreover, assigning a child who is Attention Deficit to another child who is struggling in the same subject is another excellent way for the child to raise self-esteem by encouraging the child's leadership skills. If both children flounder after a designated time period, they can be taught by another peer who understands the subject better than they. Children have an uncanny ability to teach and learn from each other. However, with a few stabs at teaching, the Attention Deficit child can learn to use other skills available to them to learn even the most difficult of subjects.

Temper outbursts can disrupt even the most peaceful of environments. Having a child identify a personal object as a cue for anger monitoring can be beneficial for teachers, parents as well as the child in question. For example, a child may name a favorite decorative pencil as the object to grab whenever upset. This object will help the child identify anger in an appropriate manner. It also allows teachers and parents the opportunity to teach the child anger cues. As the child is instructed, "Your voice is loud, grab your (favorite object), the child soon learns that a loud voice is a signal for anger management. This technique also prevents shouting back in adults!

The intervention mentioned above is important for classrooms. It prevents the negative reinforcement of disruptive, challenging behaviors. Many Attention Deficit children learn that bad behavior gets immediate attention and affords them the role of the victim. Attending to an outside object allows the teacher to manage the classroom without losing sight of the other children. In essence, grabbing a favorite object allows the child to think through a reaction before descending into the consequences of getting into 'Big Time Trouble.' Moreover, it allows the teacher or parent to not identify the child as the negative behavior; instead, he/she can become an ally with the child in learning a new constructive behavior pattern. A favorite pencil is an ideal object in that a teacher or parent can encourage the child to write what he/she should do instead of following through with the outburst they started.

Moreover, since children who are Attention Deficit have difficulties with transition, it is helpful to provide them with a series of tasks that must be completed in a given time period. 'Free time' are feared words for teachers and parents with children who are Attention Deficit. However, the tasks assigned can be positive ones that the child identifies as fun, but constructive. For instance, some children might enjoy lego building, drawing, sorting, puzzle completion, digging, running, etc. The more imaginative the steps, the better. Thinking of tasks for indoors as well as outdoors facilitates positive reactions no matter what the weather. The authority figure can then prompt the child to go through the list of behaviors designated until the rest of the class is ready for the next subject.

Homework can prove particularly difficult for parents of ADD/ADHD children. The child will become lethargic and may attempt to vanish each time the subject arises. Asking the child to complete small increments of the homework in order to earn small increments of a break is one way to ensure that the child applies energy toward the assignment without requiring continued parental monitoring. Remember, the ultimate goal of parenting is to teach self-discipline. Unfortunately, many parents become too enmeshed in the child's homework completion. The lesson learned by the child in that case is "I require heavy supervision. It's the only way I am dependable and responsible." Instead, it is preferable to teach the child that breaks are warranted; however, they must be earned.

In conclusion, Attention Deficit Disorder provides many blessings as well as the difficulties mentioned above. Attention Deficit children tend toward creativity and are unique problem solvers. The greatest intervention of all that an authority figure can provide is that of role modeling. For instance, speaking aloud to the child what it is that the authority figure is doing with a transition is a great way to demonstrate constructive uses of time. Telling the child where and how the parent or teacher feels anger and how they plan to channel it constructively also benefits the child. Attention Deficit is not a curse; it is a blessing in that it encourages all of us to think about our motivations and drives. Sharing of the self is the most precious gift of all.