Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment ...(academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.
Is Attention Deficit Hyperactivity Disorder a ‘made-up’ term?
Is it simply an excuse for bad behaviour?
How do children with ADHD really experience school?
This practical teacher’s guide dispels all ...the myths and gets down to the facts about ADHD. It explores the nitty-gritty of what you need to know in order to help the children in your class to cope with this complex condition.
This fully revised second edition gives an overview of the disorder based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements. It includes:
real-life classroom scenarios and case studies of specific children;
practical management strategies for both teachers and parents;
an exploration of prevailing attitudes to ADHD;
advice on initial diagnosis and ongoing assessment.
Packed full of no-nonsense advice and tips, this book will help you adopt the educational strategies and behaviour management approaches that are best suited to each individual child. It also explores the use of alternative treatments, such as psychological and psychiatric strategies, medication, counselling, coaching and changes to diet.
Children who have ADHD can often experience school failure, expulsion and emotional, behavioural and social problems. By demystifying the disorder and its coexisting conditions, this book will help you to understand and manage ADHD, enabling you to offer the children you teach a more positive future.
Preface Introduction Profiles of 'typical' children What is AD/HD? Co-existing conditions Assessment of AD/HD Managing AD/HD Case Studies What can teachers do? Professionals and services for AD/HD The long-term outlook Tom - a real life story Troubleshooting Where now? Appendix One: Further Reading Appendix two: Research evidence for causes of AD/HD Appendix three: Diagnostic criteria Appendix four: Helpful Addresses
Geoff Kewley is a Consultant Neurodevelopmental Paediatrician at the Learning Assessment & Neurocare Centre, West Sussex, UK.
Is Attention Deficit Hyperactivity Disorder a 'made-up' term?
Is it simply an excuse for bad behaviour?
How do children with ADHD really experience school?
This practical teacher's guide dispels all ...the myths and gets down to the facts about ADHD. It explores the nitty-gritty of what you need to know in order to help the children in your class to cope with this complex condition.
This fully revised second edition gives an overview of the disorder based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements. It includes:
real-life classroom scenarios and case studies of specific children;
practical management strategies for both teachers and parents;
an exploration of prevailing attitudes to ADHD;
advice on initial diagnosis and ongoing assessment.
Packed full of no-nonsense advice and tips, this book will help you adopt the educational strategies and behaviour management approaches that are best suited to each individual child. It also explores the use of alternative treatments, such as psychological and psychiatric strategies, medication, counselling, coaching and changes to diet.
Children who have ADHD can often experience school failure, expulsion and emotional, behavioural and social problems. By demystifying the disorder and its coexisting conditions, this book will help you to understand and manage ADHD, enabling you to offer the children you teach a more positive future.
Attention deficit hyperactivity disorder (ADHD) is characterised by inappropriate levels of inattention, hyperactivity, and impulsivity: the core symptoms. It is the most common neurobehavioural ...childhood disorder affecting 5% of children and 2-4% of adults worldwide. The National Institute of Health and Care Excellence (NICE) acknowledges ADHD as a lifespan developmental disorder: up to 60% of children have difficulties in adulthood. Each GP has approximately 20 children and 20 adults with ADHD at one time. Many remain undiagnosed and often suffer unnecessarily with adverse long-term outcomes. ADHD is highly heritable, occurring more frequently in boys. Those without hyperactivity, particularly girls, tend to be overlooked. A positive family history is the biggest risk factor for ADHD. ADHD can affect mental health, behaviour, self-esteem, and emotional development in children and adolescents and causes significant dysfunction along with parental distress. Children with ADHD often underperform academically, with increased school truancy and expulsion. Untreated ADHD places heavy demands on health, social, and educational resources. This group of patients should be considered when planning child mental health, educational services, and adult psychiatry services with seamless transition services for adolescents.
Purpose - Various guidelines are available to help effectively manage attention deficit hyperactivity disorder (ADHD) in children. This paper aims to determine the current service provision for ...children with ADHD in the UK.Design methodology approach - A cross-sectional survey of the UK paediatricians was conducted online.Findings - A total of 93 completed survey forms were received. Of the clinicians, 71 per cent assessed one to five new cases every month; 51.6 per cent clinicians followed up six to 20 children, whereas 29 per cent followed up 31 to 50 cases per month. A total of 77.4 per cent worked jointly with CAMHS. There was no support by a nurse to 83.9 per cent and a junior doctor to 71 per cent clinicians. Share care was in place in 74.2 per cent; 19.3 per cent did not have a local guideline. Audit of the ADHD clinic was done by 71 per cent responders.Originality value - The paper reveals that service for children with ADHD offered by paediatricians showed wide variation. There is a need for more provision of resources to enable comprehensive assessment and multimodal treatment for ADHD.
The existence of ADHD is now well beyond debate. In the UK it was validated by
the report of the National Institute of Clinical Excellence in 2000, and developed
further with a review in 2004 and ...reinforced in 2008. The management of ADHD is
definitely being incorporated into expectations of the Health Service by clinical
governance, and also into the educational service, especially by the Children’s
National Service Framework and by the Government’s strategy for special
educational needs – Removing Barriers to Achievement (2004).
Not all children with ADHD respond to straightforward strategies as previously
mentioned. This chapter contains some suggestions for more complex cases. For
example, if a child is receiving recurrent ...detentions, try and look at what is
causing these and whether appropriate accommodations might prevent them. For
example if it is an issue to do with homework then very frequently this is because
the child’s medication has worn off, because he or she has not written the homework down, or because he or she is disorganised and cannot get the homework
back to school. Appropriate accommodations can minimise the occurrence of
this. Most children with ADHD do not learn from detentions. Some even use
detentions as a means of avoiding specific task or demands.
Case studies Kewley, Geoff
Attention Deficit Hyperactivity Disorder,
2011
Book Chapter
Glen was of average intelligence, with combined ADHD, and 1-2 years behind in his reading,
spelling and maths attainments. There were no other associated specific learning difficulties, some
features ...of mild Oppositional Defiant Disorder, low self-esteem, occasional mild motor tics and
some mild obsessional features.
These are discussed in more detail in the following chapters. Some professionals
and non-professionals alike may see the diagnosis of ADHD as a ‘soft option’.
However, ADHD should not be used as an ...excuse – rather as an explanation. Everybody is responsible for their own behaviour, but ADHD treatment will help the
child to function to his or her potential, and function more appropriately. Educational strategies are always important, whether or not medication is also used.
However, their successful implementation requires the teacher to have an understanding of the basis of ADHD and the complications involved for the individual
child. Such strategies are aimed at minimising the impact of poor concentration,
impulsive and overactive difficulties on the child and the classroom, and also
helping with any complications that are present.
What is ADHD? Kewley, Geoff
Attention Deficit Hyperactivity Disorder,
2011
Book Chapter
Although it is a medical condition of brain dysfunction, ADHD significantly affects
educational performance. It is estimated to occur in 3% to 5% of school children,
and is a very common condition in ...the classroom. At least one child in every 20,
i.e. one to two children in each classroom, may have ADHD. The condition can
cause difficulties in the classroom in a wide range of ways and in some cases can be
difficult to differentiate from normal behaviour. It therefore behoves teachers to
have a very good understanding of the condition.
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