Attention Deficit Hyperactivity Disorder
A Description of the Disability
In a research paper which was conducted by Marie (2002), school age children and adolescents are influenced by emotional and behavioral disturbances. This infliction is widely-known as ADHD or Attention Deficit Hyperactivity Disorder. It is a neurobehavioral issue and it occurs mostly regardless of ethnicity or race (The Royal Australasian College of Physicians, 2009). An ADHD person can be markedly inattentive, impulsive, and tends to have motor impairment. Client populations with ADHD characteristics need a unique attention, especially within an educational context. According to a study which was carried out by The Royal Australasian College of Physicians (2009), ADHD is divided into two major categories: (a) combined subcategory which has inattentive, and hyperactive features of ADHD disorder, (b) inattentive subcategory is characterized by excessive inattention with no impulsiveness, and the last feature mainly exhibits hyperactivity and impulsiveness. Studies showed that genes and environment can contribute to ADHD. Furthermore, males are vulnerable to ADHD more than females (Bender, 1997; Purdie, Hattie, & Carroll, 2002).
School work is an indicator of whether the individual has a presence or absence of ADHD. For example, students with ADHD are not capable of controlling their behaviors; therefore, this obviously has a profound impact on their overall academic performance. Abundant research revealed that ADHD is linked with inability to cope with every-day life requirements, such as, building and maintaining intimate relationships. In addition, those with ADHD disorder, have a great risk of developing socialization problems, even affecting them in their adult life (Dumas, 1998). However, it was reported that there is no association among social skills deficits and ADHD (Dumas, 1998).
Evidence/Research-based Interventions
There is inclusive research on interventions for...