How Does Social and Behavior Affects Children with ADHD

Introduction

In talking to a child, the parents can figure the problems that might contribute in the social and behavioral character of their children. Children are naturally honest and energetic in all activities that they do. And parents should be aware on the different activities that their children are going into.

Background and Problem Statement

A typical problem among the children is the ADHD. The ADHD affects the characteristics of the children that can be seen in their behavior. Through the reward, praise and punishment the behavior and social interaction of the children can be recognized. According to the experts and clinicians, the behavior of children towards ADHD can be identified through the observation of the parents. However, how does ADHD affects the social and behavioral aspects of children?

Research Aim and Objectives

The main aim of the study is to describe the effects of ADHD among the children on their social interaction and behaviors. In order to provide the necessary information, there are three objectives that should be considered. First is to investigate the general approach of parents and clinicians regarding the ADHD. Second is to analyze the social and behaviors of children through the observation. And third is to recognize the effective intervention of the medical professionals on the issue of ADHD.

Literature Review

ADHD stands for the Attention-Deficit Hyperactivity Disorder. This is a kind of disorder that is noticeable among the children. The ADHD, according to the experts, is a neurobehavioral development disorder that is characterized by the co-existence of attention problems and hyperactivity. These common behaviors occur infrequently alone and they can be recognized before the child reaches his seven years of age. ADHD maybe unknown to the society because of the natural activeness of children however, there are times that the child uses his unnecessary behaviors to get the attention of his parents. The popular example of children having the ADHD is hitting the wall with their head. This way they get the attention of their parents but adults usually misinterpret this behavior. Part of the general approach of the experts on the case of ADHD includes the drugs, and behavioral modifications. Parents can observe the changes in the behavior and social skills of their children while they were watching TV, activities, and the courtesy skills of the children. Children having the ADHD have the difficulty in controlling the situation like sitting, waiting, not talking, listening, and paying attention that affects the focus of their work. The early behavioral symptoms that can be seen are the simply dropping of things, and starting the several projects and yet leaving them incomplete. In terms of the social problems that can often exhibited when there are other people. There are instances that a child can concentrate fully in her/his work when they are alone but when they are people around them, they get distracted and unable to finish what they started. In this way the cycle of their activity is affected and working them towards completion can be hard for them than the usual. The simple exposure of the child in the other medium such as the television, computers, and not playing with other children definitely affects the foundation of learning, behavioral and social skills of a child. The long exposure of children with the television can alter the true meaning of nature. Because children with ADHD are often alone, they often view the television shows as the only medium wherein they can view the world. Conversations and books are important to build the concentration among children and make the children feel that they are loved. However, through the appropriate guidance and understanding of both parents and the clinicians, the changes in the behavior and social skills of the children can be improved. There is an argument that if the children with ADHD can live happily with the perception of independences, respect, and recognizing the supports, there is no need for medicinal drugs.

Methodology

The suggested method that can be used in the study is the comparative case studies. The case studies that can be used must be focused the cases of ADHD. Through the help of the case studies, the study can find the applicable information regarding the ADHD and determine if the kind of deficiency evolves throughout the time. Within the case studies, there include the intervention used by the medical professionals and the right approaches of the parents on their children having the symptoms or presently have the ADHD.

Source:

Stephenson, S., (2006) ADHD and Montessori: A Case Study [Online] Available at: http://www.michaelolaf.net/ADHD.pdf [Accessed 05 Aug 2010]

Learning Skills of Ages 7-11

Introduction

Children have natural skills when they reached the age of 7 to 11. They have more energy and they can use it in little things where they find interesting. Often, they are uncontrollable and want to exert their energy until they feel exhausted. They recover in a couple of minutes and then set back into track again. The learning skills of children cannot be measured in a single test, especially inside the school. The intelligence of every child is different from another and the knowledge they need are also different. There are children that can easily understand different instructions, children that have a difficult time in dealing with the instructions and cannot focus, and there are children that have a learning disability.

Learning Approaches and Strategies

Learning can be inherently social and cognitive development is in a matter of collaborative process, in which interaction with more knowledgeable adults or peers is the primary vehicle for intellectual development. The problem arises among the children when they experienced the gap of learning that occurred in their age. The gap between what children can do with assistance and what they can do on their own. A process of shared and reciprocal learning, where the adult helps a child choose and structure her or his activities to fit her or his skills and interest level and monitors the child’s participation and adjusts the level of participation to help the child toward the learning independence. There is a process by which an adult provides support to a child who is trying to master a task (Harris and McKenzie, 2004).

An effective element of learning process which is specifically as it applies to information-seeking behavior of a child. The affective dimensions is the bridge that joins the cognitive or the thoughts with the physical or actions in terms of how people feel about the process of seeking information. Children between the ages of 7 and 11 are likely to enter in the world of information seeking, or moving out of the concrete-operational stage of development. Children have limited literacy skills and life experience, and their learning is socially rooted and evidently requires a mediator (Harris and McKenzie, 2004).

There are various barriers in learning that many of the children encounter along the way. The barriers involved the technology that can be both helpful and can be hazardous in their young minds. The technologies can offer the entertainment that might snatch the time, focus, and energy that is intended to be on their studies and quality time with physical activities.

The Learning Research

The learning environment in general education and the need for students with learning disability or problems, to develop the empathy, generosity and caring behaviors in particular have combined to increase the learning process among the students. There is always a promise in the future for the children. Through the use of methods, instructions, and research extensions that can be act as an essential factor to the learning progress of the children. For the children ranging the age of 7 to 11, the academic, behavioral, and social goals of children is needed to be fulfilled. With the help of curriculum-based assessments, student portfolios, and pre-post tests can be used to enhance and monitor their academic growth (Muscott, 2000).

The significant challenges exist in the classroom setting for teachers who shoulder the responsibility for children that might be suffering in learning disorders and whose challenges might include narrow interests, limited attention, and social interactions. Schools are natural environments for exposure to competent future for the children, in a way that there is a fluency in acquisition and performance can be developed (Elder, et al., 2006). Greater practice should also allow to multiple settings and long-term maintenance. Schools and families need to work together to teach and reinforce the social skills, using similar techniques whenever possible.

Works Cited:

Harris, P., & McKenzie, P., (2004) What It Means to Be “In-Between”: A Focus Group Analysis of Barriers Faced by Children Aged 7 to 11 Using Public Libraries, The Canadian Journal of Information and Library Science, 28(4) [Online] Available at: http://www.utpjournals.com/cjils/CJILSfeaturearticle.pdf [Accessed 20 October 2009].

Elder, L., et al., (2006) The Efficacy of Social Skills Treatment for Children with Asperger Syndrome, The Journal of Education and Treatment of Children, 29(4).

Muscott, H., (2000) A Review and Analysis of Service-Learning Programs Involving Students with Emotional and Behavioral Disorders, The Journal of Education and Treatment of Children, 23(3)