How Family Environment, School Environment And Self- Concept Influences A Child To Exhibit ADNH/ADD Symptom

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Table of Contents

CHAPTER 1: INTRODUCTION1

Introduction1

Statement of the problem11

Significance of the study14

Limitation15

Delimitations16

Definition of term17

REFERENCES18

Chapter 1: Introduction

Introduction

Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention. ADHD is also associated with increased use of school-based services, increased rates of detention and expulsion, and ultimately with relatively low rates of high school graduation and postsecondary education. [Loeber and Hay, 1997: 208] Children in community samples who show symptoms of inattention, hyperactivity, and impulsivity with or without formal diagnoses of ADHD also show poor academic and educational outcomes. Pharmacologic treatment and behavior management are associated with reduction of the core symptoms of ADHD and increased academic productivity, but not with improved standardized test scores or ultimate educational attainment. Future research must use conceptually based outcome measures in prospective, longitudinal, and community-based studies to determine which pharmacologic, behavioral, and educational interventions can improve academic and educational outcomes of children with ADHD.

The clinical criteria for ADHD have evolved over the last 25 years [Fuller et al., 2003: 74] Studies from the 1980s and 1990s often used different inclusion and exclusion criteria than were used in more recent studies. Some studies carefully differentiate between children with what we now label as ADHD-Combined subtype (ADHD-C) and attention deficit disorder or ADHD-predominantly Inattentive subtype (ADHD-I). We will address briefly the outcomes of the subtypes specifically. Many children with ADHD have comorbid conditions, including anxiety, depression, disruptive behavior disorders, tics, and learning problems. The contributions of these co-occurring problems to the functional outcomes of ADHD have not been well established. Therefore, in this review, we will consider the academic and educational outcomes of ADHD without subdividing the population on the basis of coexisting neurobehavioral problems in affected children.

Children with ADHD show significant academic underachievement, poor academic performance, and educational problems.3-8 In terms of impairment of body functions, children with ADHD show significant decreases in estimated full-scale IQ compared with controls but score on average within the normal range.9 In terms of activity limitations, children with ADHD score significantly lower on reading and arithmetic achievement tests than controls. In terms of restrictions in social participation, children with ADHD show increases in repeated grades, use of remedial academic services, and placement in special education classes compared with controls.9 Children with ADHD are more likely to be expelled, suspended, or repeat a grade compared with controls. [Button et al., 2004: 181]

Children with ADHD are 4 to 5 times more likely to use special educational services than children without ADHD. Additionally, children with ADHD use more ancillary services, including tutoring, remedial pull-out classes, after-school programs, and special accommodations.

The literature reports conflicting data about whether the academic and educational characteristics of ADHD-I are substantially different from the characteristics of ADHD-C. Some studies have not found different outcomes in terms of academic attainment, use of special services, and rates of high school graduation. However, a large survey of elementary school students found children with ...