1. Attention deficit hyperactivity disorder (ADHD) Name Institutional affiliation

2. Diagnostic steps for ADHD  Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood brain disorders. Most children from the ages of 6-14 years suffer from this disorder.  There is no definitive diagnosis for ADHD since there is no blood test or genetic screening done to ascertain if a child has the disorder. Thus the only sure way to determine if your child has the disorder is through various steps which start with observation.  A parent that needs to have ADHD diagnosis done on a child will have first to contact the relevant school administrator to confirm the behavior and academic performance of the child.  After this, the parent can be allowed to visit a physician and discuss the facts better. The physician will be in a position to advise on the best way possible.

3. Federal laws associated with an ADHD diagnosis  Section 504 of the vocational rehabilitation Act was designed to prevent any form of discrimination against disabled students. It states that a disabled person is one who  Has a physical or mental impairment that substantially limits one or more major life activities or has a history or such impairment.  This section also prohibits programs that receive federal funds from discriminating against children with disabilities.  The law is also quite clear on diagnosis of ADHD. It states that children has a right o be diagnosed for ADHD if need be. If found to have the disorder, they are entitled to receive free special education services.

4. Keeping parent involved  It is very important to keep parents with up to date information about their ADHD children progress. To keep such parents involved, there is a need to come up with a program that will ensure that the process is a success.  Such a program can include when a parent should visit the institution and talk to the relevant authority on the child’s progress. When the parent should visit the physician to discuss on the progress and what needs to be done at home to help the child improve.  Parents need to be trained on how to handle such children so that they may also know when it might be important to raise concerns.

5. Accommodating Students  It is important to modify classroom organization and space requirements to accommodate such students. They need to be provided with an environment that is quite conducive and one that allows then to capture what is being taught at their preferred speed  Instructions by the various tutors should be delivered in a way that accommodates these ADHD students. By realizing that they are slow to grasp content, the tutors or instructors need to understand their pace and adjust to it.  This is very important in ensuring that all the students within the classroom are at par at anyone given moment.

6. Importance of a schedule  Children with ADHD have a problem with understanding and following directions. If your child is suffering form ADHD, it would be important to come up with daily home schedules that will allow them to increase their awareness and organization and know exactly when to follow instructions.  A schedule also helps them to know and understand what is expected of them. Parents need to make sure that they teach these children how to follow the schedules as this is one of the recovery steps for the disorder.

7. Brain regions, neurotransmitters, and physiological symptoms associated with ADHD  Different areas of the brain are involved. They communicate by sending signals via neurotransmitters. Fro example Dopamine and norepinephrine help in sending messages between areas of brain associated with attention and motivation.  The physiological symptoms associated with ADHD include brain tumor, worms, cysts in brain, anemia and low birth weight.

8. How children with ADHD are encouraged to participate in lessons  One of the best ways to encourage students with ADHD to participate in class is to have a whole group learning. This involves having the students respond to questions in unison instead of calling on them one by one. The method works best when the instructor gives the students time t raise hands if hey know the answer to the question and then slowly and in unison lets them to answer it.  Another method that is quite effective is letting the students to form small groups or discuss in pairs. This gives the ADHD student the required confidence and ability to catch up with the others.  Non verbal techniques can also be employed. Using visual communication means or idea cards can really have a great impact on these students.

9. Behavior checklist 

10. Example of a brain-based learning strategy  One strategy that can be employed is introducing activities to support developing executive function. This involves teaching the students explicitly and giving them opportunities to practice. The do this by applying executive functions such as how to learn, study, review and participate in class. Fro example, they can consolidate learning into related patterns that connect neural networks of long term conceptual memory.

11. A discussion of information that is used to help students at home There are a number of ways or procedures that parents can employ to help their children who have ADHD at home. They include  Stay positive and healthy: the children need to be taught and encouraged on how to stay positive  Establishing a structure and sticking to it: Students need a structure to help with homework. They need to know when to study and when to play  Set clear expectations and rules: Parents need to provide the guidelines for the students at home by setting clear objectives.  Encourage movement and sleep: parents need to encourage the children to move and sleep frequently.

12. References  Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65.  Scahill, L., & Schwab-Stone, M. (2000). Epidemiology of ADHD in school-age children. Child and adolescent psychiatric clinics of North America.  Gadow, K. D., Sprafkin, J., & Nolan, E. E. (1996). ADHD school observation code. Stony Brook, NY: Checkmate Plus.