ADD in children can be cause for serious concern both in itself and in peripheral consequences.
Most school teachers are well aware of the scholastic problems that arise when one is faced with forty children, one or two of whom are unable to sit still or concentrate.
Attention Deficit Disorder is really a syndrome, or group of symptoms that rest under the umbrella problem.
Because it is a syndrome the problem can manifest itself in different ways.
In some cases a child might have great difficulty in listening, or absorbing what it is that he hears.
In such cases teachers and parents might find that they seem to be talking to a brick wall.
Nothing goes in unless, by some happy chance, the child happens to be interested in a topic.
Even then the concentration span might be brief.
A variation on this problem may be that inattention is a result of hyperactivity.
In these cases a child will be out of its seat running about the room, interfering with others and earning himself a reputation in the teachers' common room.
In many cases the inability to concentrate and hyperactivity are closely correlated, but not in all cases.
Teachers have the challenge of distinguishing between genuine conditions and ill discipline, especially when classes are large.
An accurate diagnosis is important and should include extensive consultation with parents and with other people coming into contact with the problem child.
If the inattentive behavior is noted in many situations and has been persistent for some time the chances are that the condition is genuine.
If ill behavior is present in only certain circumstances there is a chance that it could be personality linked rather than behavioral, or possibly related to home circumstances.
When a child has been reliably diagnosed after quite a prolonged period of time in which his entire life has been affected teachers are likely to be more sympathetic.
They will adopt appropriate strategies for dealing with the learning problems and may be assisted by parental support and possibly medication.
This disorder probably has as many causes as it does manifestations.
In some cases genetics and heredity might be to blame.
In other cases there may be chemical imbalances in the body, sometimes caused by diets.
In yet other cases there may be brain traits that lead to the disorder whilst not necessarily harming brain function entirely.
The variety of possible causes means that there will inevitably be a variety of possible treatments.
Medical experts and child specialist obviously have a panoply of remedies and procedures to prescribe.
However, it is ultimately parents and teachers who must face the frustrations and difficulties on a daily basis.
They will probably learn from intimate interaction with the child which circumstances are most troublesome and which most propitious.
Dietary habits will often become an area of concern.
Certain foods such as meat, fresh fruit and raw vegetables may be best, but in some cases there may be too much or too little sugar in a diet.
Most school teachers are well aware of the scholastic problems that arise when one is faced with forty children, one or two of whom are unable to sit still or concentrate.
Attention Deficit Disorder is really a syndrome, or group of symptoms that rest under the umbrella problem.
Because it is a syndrome the problem can manifest itself in different ways.
In some cases a child might have great difficulty in listening, or absorbing what it is that he hears.
In such cases teachers and parents might find that they seem to be talking to a brick wall.
Nothing goes in unless, by some happy chance, the child happens to be interested in a topic.
Even then the concentration span might be brief.
A variation on this problem may be that inattention is a result of hyperactivity.
In these cases a child will be out of its seat running about the room, interfering with others and earning himself a reputation in the teachers' common room.
In many cases the inability to concentrate and hyperactivity are closely correlated, but not in all cases.
Teachers have the challenge of distinguishing between genuine conditions and ill discipline, especially when classes are large.
An accurate diagnosis is important and should include extensive consultation with parents and with other people coming into contact with the problem child.
If the inattentive behavior is noted in many situations and has been persistent for some time the chances are that the condition is genuine.
If ill behavior is present in only certain circumstances there is a chance that it could be personality linked rather than behavioral, or possibly related to home circumstances.
When a child has been reliably diagnosed after quite a prolonged period of time in which his entire life has been affected teachers are likely to be more sympathetic.
They will adopt appropriate strategies for dealing with the learning problems and may be assisted by parental support and possibly medication.
This disorder probably has as many causes as it does manifestations.
In some cases genetics and heredity might be to blame.
In other cases there may be chemical imbalances in the body, sometimes caused by diets.
In yet other cases there may be brain traits that lead to the disorder whilst not necessarily harming brain function entirely.
The variety of possible causes means that there will inevitably be a variety of possible treatments.
Medical experts and child specialist obviously have a panoply of remedies and procedures to prescribe.
However, it is ultimately parents and teachers who must face the frustrations and difficulties on a daily basis.
They will probably learn from intimate interaction with the child which circumstances are most troublesome and which most propitious.
Dietary habits will often become an area of concern.
Certain foods such as meat, fresh fruit and raw vegetables may be best, but in some cases there may be too much or too little sugar in a diet.
SHARE
