In the acronym Atention Deficit Disorder - Atention Hiperactivity Deficit Disorder and is a disorder that occurs with attention deficit and self-esteem, impulsiveness and hyperactivity in some children.
Until recently it was known as minimal brain dysfunction, minimal brain damage, or hyperkinetic reaction of childhood.
Early diagnosis allows rapid approach and solution. This requires team work of pediatricians, neurologists, psychologists, educational psychologists, teachers, psychomotor and parents.
Until recently it was assumed that the disorder disappeared in adolescence. Today we know that if not diagnosed and given treatment, 40% of cases manifest as a residual. These are closely related to addictive disorders and other disorders of impulsivity. (In fact, the 2 / 3 parts of existing substance abusers have had the disorder, diagnosed or not).
Parents and teachers have a leading role in the diagnostic process because they are living with the child who usually, as in the field of office this disorder does not occur with greater intensity.
Etiology:
While the ADD-ADHD is a disorder of neurological or neurochemical basis, the degree of involvement in each subject will depend on your psychic harmony and family context in which it grows and evolves which will allow or not to further deployment of the drawbacks of this disorder.
The theory explaining the difficulty lies in a disturbance of neurotransmission in the prefrontal cortex, an area that plays a major role in planning and regulation of behavior and is primarily used to plan and anticipate future events.
Children with this disorder are prone to falls, fractures, and damage of any kind due to the lack of planning for their actions and therefore, in advance of the danger. They also have a low threshold of tolerance to frustration which combined with a high level of impulsivity resulting in the inability to sustain attention for a long period. So impulsivity is expressed by increasing the number of errors committed by the subject, lack of ability to take the minimum time required to produce a correct answer.
It is known that intelligence is the most wonderful attribute of the human condition. But it is not only smart but also be able to use that capacity. If an individual finds obstacles to their intelligence to participate in its activities, its performance will be lower and when self-evaluation itself be perceived as less intelligent than it actually is. And that has negative consequences on their self-esteem is so damaged.
There are psychological reasons why the capacity to sustain attention is affected, but there are neurochemical disorders such as ADD, ADHD whose symptoms can be associated, simulate or aggravate psychological disturbances. Thus affected intellectual performance that prevents sustained attention for a certain period.
SYMPTOMS:
1.Inatención or difficulty sustaining attention for a period 2.To activate 3.Hiperactividad (in some cases) 4.Dificultad to delay gratification 5.Trastornos of social behavior and school 6.Dificultades to maintain some level of organization in life and personal tasks (study, work, interpersonal relationships) 7.Daño chronic self-esteem These difficulties encourage serious problems interacting with others. Are presented in various forms and at different evolutionary stages. The main problems children have in school are the problems in attention and learning and / or disorders and behavior.
Socially, there has been a change in treatment of these problems. Years ago, children who had believed that they had sufficient intelligence and led them to abandon their education and orientation in a trade.
The diagnosis of ADHD is earlier and more frequent than ADD. It is not known whether this is due to their higher incidence or because the diagnosis is much simpler because of its disruptive demonstrations. Moreover children with hyperactivity seem to have little regard and respect for the feelings of others while evidence ADD tendencies to share toys, they are shameful, introverted and withdrawn. Children with ADD often are as concerned about something, apathetic and unmotivated, slow and move slowly.
The classification of the disorder according to Diagnostic and Statistical Manual of Mental Disorders (DSM IV) currently covers the following:
1.Mental low level of attention or hyperactivity disorder, predominantly inattentive type or inattentive. 2.Trastornos low level of attention or hyperactivity, predominantly hyperactive or impulsive type. 3.Trastornos low level of attention or hyperactivity disorder, combined type. Groups 2 and 3 make up the majority of cases of ADD and ADHD. Only 1 / 3 is included in group 1.
Key features:
ADD (primarily inattentive)
• Have trouble following directions. • lose personal items and forget instructions to accomplish tasks. • They seem not to listen. • They have difficulty sustaining attention in class, when doing homework and sometimes during the games. • forgotten the details, because they are not paying attention. • Usually they operate in an atmosphere of disorganization. • Have difficulty performing tasks that require sustained mental effort. • are forgetful. • They live constantly distracted. • They can be shy and introverted. ADHD (predominantly impulsive)
• They are restless. • seat is up when they should. • They talk constantly, interrupt, annoy teachers and classmates. • Usually do not play in silence, are always moving. • Respond to the conclusion before the question. Are intrusive. • Have trouble waiting their turn. • Interrupts others. • Always blame others for their difficulties. • They act before thinking. • Have difficulty focusing attention. At the school level often act aggressively toward other boys in his group, because they find it difficult to share or play collectively. Rewards and punishments as a unique method of administering discipline are often ineffective because they lack internal mechanisms of control and regulation of behavior.
Sometimes you have problems with socialization in their group. Can not wait their turn, are hit, disorganized, distracted and may end up being excluded from their peer group. The chronic frustration at the lack of achievement in the study and social relationships makes them resentful, angry, and discouraged. So are experiencing chronic damage self-esteem and self confidence.
The fact that teachers have information about the ADD-ADHD can suggest some general principles that will enable them to handle the difficulties that arise during the teaching process minimized or avoided.
Much of the suggestions presented below are based on the attempt to counteract the symptoms of children with ADD-ADHD.
1.Maintenance the order of the classroom. It is important for these students the order and routine. Be clear and very explicit about what are the rules of conduct, duties and obligations and the roles that each plays in the school. 2.Transmita order the importance of carrying out the tasks. Help the student keep the highest possible order of work items. Positively reinforce all the times in which the student maintains order and organization. Positive reinforcement encourages repeat behavior. 3.Actúe yourself with great order, as the child learns more through identification with their parents and surrogates., 4.Fragmente the task into sub-tasks, in order to capitalize on the attention span of children are able to encourage while that may be left with the feeling to start and finish something, encourage them to continue and to conclude their projects in the medium and long term. 5.Ayude students to go through times of transition from one activity to another, because at that time the dispersion is maximum. 6.Insista for students to do homework in the areas where it is "stronger", so you can build self-esteem. Try explaining to the rest of the companions for those "strong." These "islands of ability" are a source of personal pride and self-assertion. Make her feel like from those areas of knowledge or skills can make an important contribution to others. 7.Place this telephone the child in the front row to make it as close as possible to you and you can observe and confirm that you are paying attention or not. 8.Subraye in the tasks asked what is important and what is accessory. 9.When restless or distracted to see it, send it outside the classroom in any activities that discharge energy, become distracted and can focus again. 10.The tasks assigned to it should be short and simple. 11.Asegúrese eye contact with the child when you make a policy, directed by a task or duty. 12.Sígalo once started a job. In these cases monitoring should be higher because of their dispersion. 13.When a correction is clear for him to understand what has gone wrong, try not to damage self-esteem into thinking it's useless. Do not make "corrections humiliating" with colored pencils or disqualifying entries. Damage to self-esteem does not function as a stimulus for self-improvement, but on the contrary, overwhelmed and discouraged. 14.No embarrass in front of their peers. A person has learning difficulties does not mean that is not sensitive to criticism. It is just the opposite. 15.Sea very emphatic to highlight their achievements, progress and highlight its best ever value of its efforts to overcome their problems. 16.Si try applying a penalty it is not a product of his anger or temper, as this gives the student the power to negatively affect your mood when he proposed it. 17.No made public allusions to his difficulties, or you remember to take medication (if you're medicated.) It is possible that the child does not want this information to avoid falling victim transcends the sadism of their peers. And above all things, remember that this is a child who is not only a disease, but also the consequences of it, and very probably experience a climate of tension at home because it alters any possible harmony between brothers and parents.
There is no adult to whom the school stage was not important or not he has left indelible memories. Teachers know the responsibility that their role involves not only learning but as role models, figures, objects of love and ideals that guide us through the rest of our lives. Every effort we can do to make these experiences more enriching the potential will be greatly rewarded.
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