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BPS215 Developmental Learning And Behavioural Disorders In Children And Adolescents

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BPS215 Developmental Learning And Behavioural Disorders In Children And Adolescents

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Course Code: BPS215
University: ACS Distance Education

MyAssignmentHelp.com is not sponsored or endorsed by this college or university

Country: Australia


About child with Attention Deficit Hyperactivity Disorder (ADHD)

Identify and describe the key characteristics of a child
Why is it important or not. Advantage & disadvantage
What are the things that support & make it easy. How we can make it possible
What are the actions/solutions

Relating to the case study above, learners are to write an individual report on the following:

Identify the importance of family involvement
Identify possible challenges parents may face in teaching or managing the behaviours of this child at home
Suggest ways teachers can help parents to teach or manage the child’s behaviours and learning
List some to the local non-profit organization that can support and his/her family. (In Singapore)


Importance of Family Involvement
The behavior of children with ADHD has detrimental impacts on relationships with family members as well as their social functioning. Consequently, medical practitioners and professional educators have introduced clinical approaches in the treatment of the condition. In the recent past, however, they have advocated for implementation of new strategies that focus on family involvement and behavior. Parents highly influence a child’s physical and emotional health since they have control over factors that can either positively or negatively affect the symptoms of a child’s disorder. For instance, by maintaining a positive attitude both parents and siblings can easily connect with the affected child, thus, helping him to be focused and to feel loved (Power, Mautone, Soffer, Clarke, Marshall, Sharman, Jawad, 2012). This positively impacts on the child with ADHD enabling him to better assimilate in the environment and to interact with others. One of major deficit of a child with ADHD is executive function, which refers to the ability to plan ahead, think, organize, complete tasks, and control impulses. In this regard, affected parents and siblings can provide the necessary guidance until the time when the child acquires the requisite executive skills.
Possible Challenges Parents Might Face in Managing the Behaviors of a Child with ADHD
Parents with children suffering ADHD are faced with greater educational and behavioral developmental disturbances. This leads to an increased demand in energy, time, and logistics, which often lead to heightened marital stress and financial burden when treating ADHD. When this occurs, there are several consequences including poor parent-child relationship, increased inconsistent discipline in the child with ADHD, decreased parental monitoring of potentially perilous behaviors in the child, and increased aggression in the child (Kendall, Taylor, E., Perez, & Taylor, C. 2008). The child with ADHD will often suffer from temper control and emotional over reactivity causing him to be emotionally explosive, which will in turn result in fights with peers, teachers, or parents. As such, the child encounters several limitations in their activities in the neighborhood or at school. In some cases, the child will end up with no friends as he experiences rejection from peers (Rogers, Wiener, Marton, & Tannock, 2009). For a parent, this is emotionally distressing and it might have detrimental impacts on the child’s treatment.
Raising a child with ADHD together with other able functioning siblings is equally daunting for parents. This is especially true in the case where siblings view the behavior of the child as disruptive, hence, leading to resentment, and anger towards the child. Studies also note that siblings are likely to experience the disruptive behavior in three ways namely caretaking, victimization, and feeling of loss or sorrow. This can have detrimental impacts on the siblings peer relationships, academic performance, and general outlook on life. It is, therefore, the duty of the parent to explain the condition to siblings, ensure that they do not entirely delegate the caretaking duties to siblings, and conduct a regular follow ups on siblings to ensure they are coping effectively.  
Ways that Teachers can Help Parents to Manage the Child’s Behavior and Learning
Teachers just like parents are key to the management and treatment of ADHD, therefore, they are required to educate themselves on the condition. This can be achieved through the study of the DSM-IV-TR criteria that was adopted by American Psychiatric Association in 2000 (DuPaul, & Stoner, 2014). The criteria is likewise recommended for psychiatric and medical professionals to aid in the diagnosis of ADHD in children. Aside from the criteria, teachers can access a wide of literature on ADHD. With this information, educators can have a better understanding of the causes, control, and treatment of the condition. An educated teacher can similarly educate the parent and develop a program that will aid the parent in monitoring the child’s progress. One effective way of managing the condition is the incorporation of the parent-teacher communication by the teacher. The family-school success system, is an example of a program that involves parent teacher communication whereby the teacher will integrate behavioral therapy, homework interventions, and daily accountability through the use of report cards (Diamond, & Lee, 2011). The main objective of such a system is to increase awareness of disruptive behavioral development and academic performance of a child with ADHD. Teachers are essential in fostering positive relationships among students. Therefore, when a teacher maintains a positive attitude towards a child with ADHD other children in school are able to emulate the same, thus, creating a calm environment for the development of the child with ADHD (Pfiffner, Barkley, & DuPaul, 2006). This will in turn hasten the assimilation of the child into a social environment and improve the adoptation of mannerisms that are socially acceptable.
List of Local Non-profit organizations that can assist the Family of Mark

Children’s Charities Association
Singapore Children’s Society
Kids Inclusive Sports Club
Movement for the Mentally Disabled of Singapore
Student Care Service
National Council of Social Services
SG Enable

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies. Guilford Publications.
Kendall, T., Taylor, E., Perez, A., & Taylor, C. (2008). Guidelines: diagnosis and management of attention-deficit/hyperactivity disorder in children, young people, and adults: summary of NICE guidance. BMJ: British Medical Journal, 337(7672), 751-753.
Pfiffner, L. J., Barkley, R. A., & DuPaul, G. J. (2006). Treatment of ADHD in school settings. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment, 3, 547-589.
Power, T. J., Mautone, J. A., Soffer, S. L., Clarke, A. T., Marshall, S. A., Sharman, J., … & Jawad, A. F. (2012). A family–school intervention for children with ADHD: Results of a randomized clinical trial. Journal of consulting and clinical psychology, 80(4), 611.
Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children’s learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of school psychology, 47(3), 167-185.

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