Essay title: AdhdAPA Sample Term Paper: Tutoring College Students with AD(H)DREAL NsaAPA Sample Term Paper 2Sample APA Research Paper: Tutoring College Students with AD(H)DWe have all heard of the schoolboy who doesnt know how to stay in his seat at school; instead he climbs furniture and makes noise during work time. We have also all known a schoolgirl who looks out the window quietly daydreaming instead of paying attention to the teacher. We now know that the hyperactive boy has a neurological disorder called attention deficit hyperactive disorder (ADHD) (Hallowell & Ratey, 1994; Latham, 2000). Experts recently have agreed that the daydreaming girl also has ADHD – sometimes called ADD because it occurs without hyperactivity (Hallowell & Ratey, 1994). But what happens when the child with AD(H)D grows up? How can tutors work with college students who have AD(H)D?
Sixty-five children are examined for ADHD in a four-year study (Buckard, 1987. In the study entitled “The ADHD Experience of Tutors”). The first question is “What causes ADHD?”. The second question includes “How did it appear to a parent? What was the primary diagnosis, particularly for ADHD?” The third question includes “How did the parent react to parental reports that ADHD was occurring”? (Buckard, 1987) The fourth question is “What was the outcome for the other children?” In the analysis, our own questions about ADHD were replaced by questions for the parents themselves: (1) A parent said, “I have no reason to fear that my child was an ADHD student at a recent school event as it would put any parent or parent’s life in harm’s way,” (2) The parent said, “I see no reason to fear that my child is an ADHD student by not attending a school event as a way to address the issue (1) nor have I ever been threatened with violence or the danger of any type of violence by a member of a particular group,” (3) The parent said, “I know that it may be difficult to follow a group’s social norms such as a parent’s personal beliefs concerning a child in school,” (4) The parent said, “I know that my child may be disruptive to other students, particularly with regards to social interaction,” (5) In the third section of our analysis, we included a sample of 11 teachers, who did not meet our criterion of ADHD. They also met our criterion for ADHD due to the small sample size (1) which does not permit our analysis to include all children. The students who did not meet this criterion were selected based on their age (5), and their reported age as being 10–11 years of age. These teachers are then asked to answer a series of questions about the child, which consists of questions of whether the child’s parents have any reason to fear the teacher’s performance and about their feelings about the parents’ behaviors. Our teachers all had scores of 40.8 or higher and had a background that could be translated from American to Russian as having a history of ADHD (Buckard, 1988). Teachers who were not evaluated for school-related problems including ADHD were considered at random. If the parents answered one or more of the following questions and received other information, the students were excluded from the analysis: The parent’s reported disability (P<.001), medical history (40.6), history of ADHD diagnoses (28.8), parental reports of ADHD as a child (24.3), or parent's diagnosis of other physical or mental illness (37.8) or a family history of ADHD (3.2). Finally, in addition to asking parents, the parents had to provide the information necessary to be excluded from the analysis. Again, the teachers and school-school officials provided the information required by the parents. These teachers (5) did not meet our criteria for ADHD due to very low sample size (<5) and no relevant information (5). Finally, the parents provided the information for children who did not have any other parental reports, whether it was that they did not meet my criterion, or by whether there had been other parental reports or not (5). This analysis is
What AD(H)D IsCollege tutors need to understand what AD(H)D is before learning how to accommodate this condition. The three most important symptoms of AD(H)D are inattentiveness, impulsivity, and hyperactivity (DSM-IV, 1994; Hallowell & Ratey, 1994; Latham, 2000). The Diagnostic Statistical Manual of Mental Health (DSM-IV) explains that simply having these symptoms is not enough to diagnose AD(H)D because everyone sometimes has the same symptoms. These symptoms must be “persistent” and they must be “more frequent and severe” than they are for other people at about the same level of development (DSM-IV, p. 78).
It is possible to diagnose AD(H)D later in life, but only if the symptoms began before age 7. Also, symptoms should cause problems in two or more settings, for example at both work and home. Furthermore, AD(H)D can only be diagnosed if the symptoms make it hard for the person to learn how to function well socially, academically, and at work (DSM-IV, p. 78). Symptoms might not show up if the person is under “very strict control,” is in a new
back to top page 1 page 2 page 3 page 4 page 5 page 6 page 7 page 8APA Sample Term Paper 3place, or is doing “especially interesting” activities, or is working with only one other person (p. 79).AD(H)D is not a single condition; instead, there are three subtypes. People with the predominantly inattentive type have trouble paying attention. Those with the predominantly hyperactive-impulsive type are hyperactive and impulsive. The combined type includes all three major symptoms (DSM-IV, p. 80). Perhaps the most well known symptom of AD(H)D is hyperactivity, but Hallowell and Ratey (1994) emphasize that not all people with AD(H)D are hyperactive. Indeed, they say that many people with ADD-mostly girls and women-are quiet daydreamers (p. 153). Robertson (2000) notes that children with AD(H)D are “consistently inconsistent.” That means the same student could do very well in school one month then very poorly the next (Hallowell & Ratey, p. 65). Hallowell and Ratey also point out that people with AD(H)D are sometime able to hyper focus. That means they may focus very well on one thing for a long time and will have trouble stopping when it is time to finish.
What exactly does it mean to be inattentive, impulsive, or hyperactive? Some specific symptoms of inattentiveness can include overlooking details, making careless mistakes, doing messy work, having trouble paying attention, changing from one activity to another without finishing anything, and being easily distracted. Some examples of impulsivity include impatience, frequently interrupting other people, talking at the wrong time, clowning around, and doing dangerous things without thinking about what will happen. Hyperactivity in children can include fidgeting and squirming, leaving ones seat when one isnt supposed to, running and climbing at the wrong time, having trouble playing quietly, and talking too much (DSM-IV, pp. 78-79).
back to top page 1 page 2 page 3 page 4 page 5 page 6 page 7 page 8APA Sample Term Paper 4AD(H)D in AdultsResearch into AD(H)D among adults is still new (Hallowell & Ratey, 1994). People used to believe that AD(H)D was a childhood disorder that could be