A study of data collected from US national health household surveys from 2004-2006, demonstrated that 14% of children between the ages of 6 and 17 suffered from Attention Hyper-activity Disorder (ADHD) (Pastor & Reuben, 2008). Globally, ADHD ranges from between 4% and 12% among…
It has therefore been suggested that ADHD can best be understood when looked at as a “neurobehavioral disability” (Brook & Boaz, 2005, p. 187). Thus, researchers have increasingly looked to neuroscience as a means of understanding and predicting the cognitive and emotional functions of children with ADHD (Nigg & Casey, 2005).
Brain-based learning theorists suggests that understanding how the brain functions can produce effective strategies for teaching children with a number of learning disabilities (Geake, 2009). These theories are carried over to children and adults with ADHD where neuroscientists argue that ADHD is characterized by a deficit in completing tasks that primarily “relied on anterior brain regions (alerting and executive control)” (Swanson, Reschly, Fine, Kotkin, Wigal, & Simpson, p. 72). Since ADHD has been described as a brain-based disorder, a number of brain-based learning theories have been suggested and prescribed to educational interventions for learners with ADHD (Curatolo, Paloscia, D’Agati, Moavero, Pasini, 2009).
Given the prevalence of ADHD and its link to learning disabilities and developments in neuroscience in relation to brain-based learning theories, research on its effectiveness as an educational intervention tool is necessary for guiding further research and teaching strategies. This research study conducts a critical analysis of brain-based theory strategies for ADHD. This research study is divided into three parts. The first part of this paper provides an overview of ADHD from the perspective of neuroscience. The second part of this paper analyzes brain-based theories of learning and the final part of this research analyzes brain-based learning theory strategies for ADHD.
ADHD is often associated with “age-inappropriate and maladaptive levels of inattention, hyperactivity, and impulsivity” (Vaidya, 2013, p. 421). Thus individuals with ADHD often exhibit a propensity for making “careless mistakes”, ...
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According to an epidemiological research of Attention Deficit/Hyperactivity Disorder (ADHD), the actual rate of prevalence could be two to three times more than what is actually cited (3-5%) (Paule, et al., 2000). Besides, from the data it was concluded that there is a frequent occurrence of under as well as over diagnosis.
Attention deficit hyperactivity disorder (ADHD) is one of most rife disorders. Those distressed by this situation endure wide-ranging impairments. It is complex medical disarray characterized by dysfunction of the brain, in which the patients have trouble in controlling impulses, and accordingly, affecting their behavior and sustaining their span.
Often, those affected exhibit a range of edifying, developmental, social, behavioral and interrelated difficulties. Latest inventions and innovations in remedial imaging, genetics, and neurology have made it
For instance, a child who is experiencing deficiency in attention will experience attention deficit disorder (ADD). This is common category of ADHD among school-aged children. The other symptoms can also be exhibited in isolation
This research study conducts a qualitative analysis using a phenomenological approach in the investigation and exploration of brain-based learning theory strategies for learners with ADHD. In this regard educators with
ely or impulsively; however, for an incredible number of individuals these signs of impulsivity, hyperactivity and poor attention happen frequently and with adequate intensity causing significant incapacity in performance at school, or any other lifestyle activity. Some of
Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are actually developmentally incoherent with the age of a child. Inattention, hyperactivity, and impulsivity are the core symptoms of Attention