By Arthur D. Anastopoulos, Terri L. Shelton
This quantity presents baby well-being care pros and educators with a entire set of empirically-driven, process-oriented directions for assessing childrens and teenagers who express signs of Attention-Deficit/Hyperactivity ailment (AD/HD). * deals instructions for accomplishing an AD/HD evaluate;
* contains a exact description of the defining beneficial properties of AD/HD;
* Comprehensively discusses how AD/HD and its linked positive aspects spread around the existence span;
* provides an in-depth critique of assorted overview systems.
Assessing Attention-Deficit/Hyperactivity Disorder steers the reader throughout the means of making a choice on measures and attaining exact AD/HD diagnoses. The textual content additionally reports the method of translating evaluate information into therapy options, giving suggestions to little ones and households, and comparing therapy efficacy.
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Additional resources for Assessing Attention-Deficit/Hyperactivity Disorder (Topics in Social Psychiatry)
There is also a good chance that young elementary school children will not be able to attend long enough to complete even the simplest of board games, such as Candyland or Sorry. Primary Characteristics and Associated Features 27 As children get older, even greater demands for self-regulation and responsibility arise. During the middle and high school years, many students with AD/HD have trouble remembering to bring books home or to turn in assignments. Just finishing homework assignments is perhaps the biggest challenge, especially when the work is long term in nature and requires careful planning and organization.
Recently, there have been signs of increased interest in developing and testing such theoretical models (Barkley, 1998; Quay, 1997). At the very least, these contemporary viewpoints may spark further theoretical discussion, which in turn will guide research and inform clinical practice in the future. EPIDEMIOLOGY Prevalence At face value, estimating the prevalence of AD/HD appears relatively straightforward. You simply gather a certain number of children and then calculate the percentage who meet the criteria for AD/HD.
Disagreements over the presence or absence of AD/HD symptoms may also surface between teachers and from one grade to the next, or even within the same academic year. When this last situation arises, it is often at least partly related to differences in class size, amount of adult supervision, or both. This helps to explain why regular-education teachers are more likely to observe AD/HD symptoms in a class of 25 students than are special-education teachers, who often receive assistance from an aide in a classroom with substantially fewer (usually 8-10) students.
Assessing Attention-Deficit/Hyperactivity Disorder (Topics in Social Psychiatry) by Arthur D. Anastopoulos, Terri L. Shelton