ADHD is basically to be understood as a biochemical phenomenon that produces an imbalance and immaturity in the child’s neurological executive system. This imbalance is related to a disability to adapt ones behaviour in relationship to the environment. The immaturity has to do with the fact that a child with ADHD is immature in specific areas, thereby discriminating it from general mental retardation. For instance, a 12-year-old child with ADHD may have the capacity to withhold his/her impulses that one normally would expect from a child at the age of 7 years. The child’s imbalance and immaturity is more directly “measured” through their impression toward other people: Problems with attention, impulsiveness and hyperactivity. All children have problems in these three areas, the younger they are the more common and “normal” it is. For this reason, one normally does not consider a ADHD-diagnosis until the child is at least 5 years. As the child grows up and parents (or teachers) are puzzled by the fact that some behaviour problems does not “mature away”, the grown up normally consider something to be “wrong” with the child, and the question of ADHD may come to ones mind. The ADHD-diagnosis is set when (1) a criteria-list on attention, impulsiveness and hyperactivity is confirmed to a certain degree, (2) the problems also existed before the age of 5 (3) the problems is observed in more than one area, (4) the problems are significant, and (5) there is no other psychiatric diagnosis that can explain it.
Some consequences of considering ADHD as an imbalance and immaturity problem are:
In the process of receiving information? From my experience this is an area where many children with ADHD have significant problems. The children often report problems when instructions are long and complicated, or that their attention is “somewhere else” when instructions are given. Logically, the teacher in such cases must adapt to this through making instructions less complicated and ensure that they in fact do have the child’s attention when a instructions are given. Such an attention problem can be both auditory and visual. From my experience auditory attention problems is most common.
Some other guidelines in the treatment of ADHD in school:
Finally: Here are some typical examples of so-called moralistic attitudes:
Copyright © 2001 Kjell Totland Psykologtjenester
03.12 | 21:29
Hei, jeg er NIRA SHALOM, jeg er her ute for å spre disse gode nyhetene til hele verden om hvordan jeg fikk tilbake min eks-kjærlighet. Jeg holdt på å bli gal da kjærligheten min forlot meg for en anne
01.12 | 07:20
Jeg har hovedfag i matematikk. Og jeg er blant dem som tror at 5,1 er et større tall enn 5,08.
07.11 | 11:23
Ikke veldig bra, dårlig versjon av ortodoks og katolikk kristendom
04.11 | 12:34
Jeg likes ikke nettsiden din veldig virusete