The contributions of these co-occurring problems to the functional outcomes of ADHD have not been well established.
The contributions of these co-occurring problems to the functional outcomes of ADHD have not been well established.Tags: Is Marriage A Lifelong Commitment EssayEngineering Problems To SolveEssay Writing Unit Of WorkBrave New World Essays On TechnologyResearch Paper Outline Apa Format TemplateEssay On As I Walked Out One Evening
At the level of body functions, ADHD affects several global and specific mental functions: intellectual function; impulse control; sustaining and shifting attention; memory; control of psychomotor functions; emotion regulation; higher level cognition, including organization, time management, cognitive flexibility, insight, judgment, and problem solving; and sequencing complex movements.
At the level of activities, ADHD may result in limitations in at least 2 domains relevant to this review (and other domains addressed by other chapters in this volume): (1) learning and applying knowledge, including reading, writing, and calculation; and (2) general tasks and demands, including completing single or multiple tasks, handling one's own behavior, and managing stress and frustration.
(2) Are academic and educational problems transient or persistent?
(3) What are the academic characteristics of children with symptoms of ADHD but without formal diagnoses?
Use of this model facilitates comparisons of health-related states across conditions, studies, interventions, populations, and countries.
In the underlying ICF conceptual framework, health conditions impact function at 3 mutually interacting levels of analysis (Figure 1): body functions and structures, activities of daily living, and social participation.
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.
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.