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ADHD Essay Examples: A Comprehensive Guide for Students and Educators

Squiggles, doodles, and half-finished thoughts dance across the page, painting a vivid portrait of the ADHD mind—and challenging us to see beyond the disorder to the vibrant stories waiting to be told. These visual representations of the ADHD experience serve as a powerful reminder of the unique perspectives and challenges faced by individuals with Attention Deficit Hyperactivity Disorder (ADHD). In the realm of education and awareness, ADHD essay examples have emerged as invaluable tools for both students and educators, offering a window into the complex world of ADHD and providing a platform for expression, understanding, and advocacy.

Understanding ADHD and Its Prevalence in Academic Settings

ADHD is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with daily functioning and development. While the exact causes of ADHD are not fully understood, research suggests a combination of genetic and environmental factors play a role in its development.

In academic settings, the prevalence of ADHD is significant. According to the Centers for Disease Control and Prevention (CDC), approximately 9.4% of children aged 2-17 years in the United States have been diagnosed with ADHD. This translates to millions of students navigating the challenges of ADHD within the educational system. Navigating ADHD in the School Environment: A Comprehensive Guide for Parents, Teachers, and Students provides valuable insights into the complexities of managing ADHD in educational settings.

The role of essays in understanding and expressing ADHD experiences cannot be overstated. These written works serve multiple purposes:

1. They provide a platform for individuals with ADHD to articulate their experiences, challenges, and triumphs. 2. They offer valuable insights for educators, parents, and peers to better understand the ADHD perspective. 3. They contribute to the broader discourse on neurodiversity and mental health awareness. 4. They serve as educational tools for studying ADHD from both personal and academic standpoints.

Types of ADHD Essay Examples

ADHD essay examples come in various forms, each serving a unique purpose in education and awareness. Let’s explore some of the most common types:

1. Personal Narrative Essays: These essays offer firsthand accounts of living with ADHD. They often detail the writer’s journey from diagnosis to management, highlighting both struggles and successes. Personal narratives can be particularly powerful in fostering empathy and understanding among readers. ADHD Stories: Real-Life Experiences and Triumphs of Living with Attention Deficit Hyperactivity Disorder showcases a collection of such personal narratives, providing authentic insights into the ADHD experience.

2. Informative Essays on ADHD: These essays aim to educate readers about various aspects of ADHD, including its symptoms, diagnosis, treatment options, and impact on daily life. They often incorporate scientific research and statistics to provide a comprehensive overview of the disorder. For students looking to write such essays, A Comprehensive Guide to Writing an ADHD Research Paper: Examples and Best Practices offers valuable guidance.

3. Argumentative Essays about ADHD Treatments and Interventions: These essays present and defend a position on various ADHD-related topics, such as the efficacy of medication versus behavioral therapies, the role of diet in managing ADHD symptoms, or the impact of educational accommodations. They require critical thinking and the ability to synthesize information from multiple sources.

4. Compare and Contrast Essays on ADHD Subtypes: These essays explore the differences and similarities between the various subtypes of ADHD, including predominantly inattentive, predominantly hyperactive-impulsive, and combined presentations. They help readers understand the diverse manifestations of ADHD and the need for individualized approaches to treatment and support.

Key Elements of Effective ADHD Essay Examples

Regardless of the specific type, effective ADHD essay examples share several key elements:

1. Clear Structure and Organization: A well-structured essay helps readers follow the author’s thoughts and arguments, which is particularly important when discussing a complex topic like ADHD. This includes a clear introduction, logically sequenced body paragraphs, and a concise conclusion.

2. Vivid Descriptions of ADHD Symptoms and Experiences: Effective essays bring the ADHD experience to life through detailed, relatable descriptions. This might include anecdotes about struggling to focus during a lecture, the frustration of losing important items, or the exhilaration of hyperfocus on a passion project.

3. Incorporation of Scientific Research and Statistics: Credible ADHD essays balance personal experiences with factual information from reputable sources. This might include statistics on ADHD prevalence, explanations of neurological differences in ADHD brains, or summaries of recent studies on ADHD treatments.

4. Balanced Perspective on Challenges and Strengths Associated with ADHD: While it’s important to acknowledge the difficulties associated with ADHD, effective essays also highlight the unique strengths and positive attributes that can come with the disorder, such as creativity, enthusiasm, and the ability to think outside the box.

Analyzing ADHD Essay Examples

When examining ADHD essay examples, several aspects warrant close attention:

1. Examining Tone and Voice in Personal Narratives: The author’s tone can significantly impact the reader’s perception of the ADHD experience. Is the tone hopeful, frustrated, matter-of-fact, or a combination? How does the author’s voice contribute to the overall message of the essay?

2. Evaluating the Use of Evidence in Informative Essays: How effectively does the author incorporate research and statistics? Are sources credible and up-to-date? Does the evidence support the author’s claims and enhance the reader’s understanding of ADHD?

3. Assessing Argumentation Techniques in Persuasive ADHD Essays: What strategies does the author use to make their case? Are counterarguments addressed? How effectively does the author use logic, emotion, and credibility (ethos, pathos, and logos) to persuade the reader?

4. Identifying Effective Storytelling Elements in ADHD Essay Examples: How does the author use narrative techniques to engage the reader? Are there compelling anecdotes or metaphors that help illustrate ADHD experiences? Does the essay have a clear arc or progression?

Writing Tips for ADHD Essay Examples

For individuals with ADHD, the process of writing an essay can present unique challenges. Here are some strategies to help:

1. Brainstorming and Outlining Strategies for Individuals with ADHD: Visual aids like mind maps or color-coded notes can help organize thoughts. Breaking the essay into smaller, manageable tasks can make the process less overwhelming. Mastering Essay Writing with ADHD: A Comprehensive Guide to Overcoming Challenges and Boosting Productivity offers detailed strategies for this crucial planning phase.

2. Techniques for Maintaining Focus During the Writing Process: Using timers for focused work sessions (e.g., the Pomodoro Technique), minimizing distractions in the work environment, and utilizing text-to-speech software to review written work can all help maintain focus and productivity.

3. Incorporating Personal Experiences While Maintaining Academic Rigor: Balancing personal anecdotes with scholarly research can be challenging. It’s important to use personal experiences to illustrate points rather than as the sole basis for arguments. Navigating College Admissions with ADHD: Crafting a Compelling Essay provides guidance on striking this balance in academic writing.

4. Editing and Proofreading Tips for ADHD Writers: Reading the essay aloud, using text-to-speech software, or having a peer review the work can help catch errors that might be missed during silent reading. Taking breaks before editing can also provide a fresh perspective on the work.

Using ADHD Essay Examples in Education and Advocacy

ADHD essay examples serve as powerful tools for education and advocacy:

1. Incorporating ADHD Essay Examples in Classroom Discussions: Teachers can use these essays to spark conversations about neurodiversity, mental health, and the importance of inclusive learning environments. This can help foster empathy and understanding among students.

2. Utilizing Essays to Promote Empathy and Understanding: By sharing personal narratives and informative essays about ADHD, educators and advocates can help dispel myths and misconceptions about the disorder. Understanding ADHD: How to Explain It to Someone Who Doesn’t Have It provides strategies for effectively communicating about ADHD to those unfamiliar with the disorder.

3. Showcasing Diverse ADHD Experiences Through Essay Collections: Compiling and sharing a diverse range of ADHD essays can highlight the varied experiences of individuals with the disorder, emphasizing that there’s no one-size-fits-all approach to understanding or managing ADHD.

4. Leveraging ADHD Essay Examples for Policy Advocacy and Awareness Campaigns: Well-crafted essays can be powerful tools in advocating for better ADHD support in schools, workplaces, and healthcare settings. They can provide policymakers with real-world examples of the challenges faced by individuals with ADHD and the potential benefits of supportive policies.

The Importance of ADHD Essay Examples in Academia

In the realm of higher education, ADHD essay examples play a crucial role in raising awareness and promoting understanding. ADHD in Academia: Navigating Challenges and Unlocking Potential in Higher Education explores the unique challenges and opportunities faced by students and academics with ADHD.

These essays can serve as valuable resources for:

1. Educating faculty and staff about the needs of students with ADHD 2. Helping students with ADHD advocate for appropriate accommodations 3. Promoting research into effective teaching and learning strategies for individuals with ADHD 4. Challenging stereotypes and misconceptions about ADHD in academic settings

Addressing ADHD Discrimination Through Essay Examples

Unfortunately, discrimination against individuals with ADHD remains a significant issue in many educational settings. ADHD essay examples can play a crucial role in addressing and combating this discrimination. ADHD Discrimination in Schools: Real-Life Examples and How to Address Them provides insights into common forms of discrimination and strategies for addressing them.

By sharing personal experiences of discrimination and advocating for inclusive policies, ADHD essay examples can:

1. Raise awareness about the subtle and overt forms of ADHD discrimination 2. Empower individuals with ADHD to recognize and address discriminatory practices 3. Provide educators and administrators with insights to create more inclusive learning environments 4. Support legal and policy efforts to protect the rights of students with ADHD

Overcoming Writing Challenges for Individuals with ADHD

For many individuals with ADHD, the process of writing an essay can be particularly challenging. Common difficulties include organizing thoughts, maintaining focus, and managing time effectively. However, with the right strategies and support, these challenges can be overcome. ADHD and Essay Writing: Overcoming Challenges and Unlocking Your Potential offers practical advice for individuals struggling with essay writing due to ADHD.

Some key strategies include:

1. Breaking the writing process into smaller, manageable tasks 2. Using assistive technologies like speech-to-text software or organizational apps 3. Seeking accommodations such as extended deadlines or quiet writing spaces 4. Practicing self-compassion and celebrating small victories in the writing process

The Broader Significance of ADHD Awareness

While ADHD essay examples serve important educational and advocacy purposes, they also contribute to a broader understanding of why ADHD awareness matters. Why Is ADHD Important: Understanding the Impact and Significance of Attention Deficit Hyperactivity Disorder delves into the far-reaching implications of ADHD on individuals, families, and society as a whole.

By promoting ADHD awareness through essays and other means, we can:

1. Improve early diagnosis and intervention for individuals with ADHD 2. Reduce stigma and promote acceptance of neurodiversity 3. Drive research into more effective treatments and support strategies 4. Create more inclusive educational, workplace, and social environments for individuals with ADHD

In conclusion, ADHD essay examples serve as powerful tools for education, advocacy, and personal expression. They offer unique insights into the lived experiences of individuals with ADHD, challenge misconceptions, and promote greater understanding and empathy. By showcasing the diverse voices and perspectives within the ADHD community, these essays contribute to a more nuanced and compassionate view of the disorder.

The power of personal stories in shaping perceptions of ADHD cannot be overstated. Through vivid descriptions, honest reflections, and well-researched arguments, ADHD essay examples have the potential to change minds, influence policies, and provide hope and validation to those navigating life with ADHD.

As we continue to strive for greater awareness and acceptance of neurodiversity, it’s crucial that we encourage individuals with ADHD to share their stories and experiences. Whether through personal blogs, academic papers, or contributions to advocacy campaigns, each voice adds to our collective understanding of ADHD and its impact on individuals and society.

We encourage readers to explore existing ADHD essay examples and, if comfortable, to consider creating their own. By adding your voice to the conversation, you contribute to a richer, more diverse tapestry of ADHD narratives, helping to build a world that better understands, accepts, and supports individuals with ADHD.

References:

1. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

2. Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York, NY: Guilford Press.

3. Centers for Disease Control and Prevention. (2021). Data and Statistics About ADHD. https://www.cdc.gov/ncbddd/adhd/data.html

4. DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). New York, NY: Guilford Press.

5. Faraone, S. V., Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., Ramos-Quiroga, J. A., … & Franke, B. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1(1), 1-23.

6. Hallowell, E. M., & Ratey, J. J. (2011). Driven to distraction: Recognizing and coping with attention deficit disorder from childhood through adulthood. Anchor.

7. Kutscher, M. L. (2014). ADHD – Living without brakes. London: Jessica Kingsley Publishers.

8. Nigg, J. T. (2013). Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical Psychology Review, 33(2), 215-228.

9. Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed changes in diagnostic criteria. Journal of Learning Disabilities, 46(1), 5-25.

10. Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: a meta-analytic review. Neurotherapeutics, 9(3), 490-499.

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You have now completed your study of the free course Understanding ADHD . Hopefully as you have studied this material you have both challenged and consolidated some of your previously held beliefs about this common neurodevelopmental disorder. You have learnt how ADHD is experienced, diagnosed and managed, but you should also now recognise that there is much still to be understood about the condition. For example, the exact cause is unknown. It is also not yet clear exactly how child and adult forms of ADHD relate to one another, or indeed if they are distinct from each other at all. The exact mechanism of action of current drug treatments to reduce symptoms of ADHD is also not fully understood.

A summary of key learning points from this course:

• ADHD is a common neurodevelopmental condition which affects around 6 in 100 children and adolescents, and around 3 in 100 adults. The condition has three core symptoms: inattention, impulsivity and hyperactivity. It is also associated with difficulties in social interactions and a range of comorbid conditions.
• Diagnosis of ADHD can be made using DSM-5, in which three different presentation types are possible based on the type of core symptoms an individual displays. Symptoms must be present from childhood and found in more than one setting for a minimum of 6 months. It is expected that similar criteria will be found in ICD-11 which will be the first time this diagnostic system has recognised ADHD.
• The search for risk factors for ADHD has been extensive. The condition is known to be highly heritable but genetic studies have yet to reveal a clear genetic basis. Studies indicate multiple genes are likely to be involved. Environmental risk factors also exist, with several prenatal events identified as increasing risk of ADHD.
• The brain basis of ADHD is likely to revolve around the brain circuitry involved in selective attention, including structures such as the prefrontal cortex and a range of neurotransmitters, but most notably dopamine.
• Management of ADHD varies with the age of the individual. Psychosocial and biological treatments are available at all ages, but in younger individuals medication is used with caution because the precise long-term effects on the developing brain are unknown.

This OpenLearn course is an adapted extract from the Open University course SK298 Brain, mind and mental health [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ] .

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ADHD ( Attention Deficit Hyperactivity Disorder) Essay Examples

Adhd essay topics and outline examples, essay title 1: understanding adhd: causes, symptoms, and treatment.

Thesis Statement: This research essay aims to provide a comprehensive understanding of Attention-Deficit/Hyperactivity Disorder (ADHD), including its possible causes, common symptoms, and various treatment approaches.

• Introduction
• Defining ADHD: An Overview
• Possible Causes of ADHD: Genetic, Environmental, and Neurological Factors
• Symptoms and Diagnosis: Recognizing ADHD in Children and Adults
• Treatment Options: Medication, Behavioral Therapy, and Lifestyle Interventions
• The Impact of ADHD on Daily Life: School, Work, and Relationships
• Current Research and Future Directions in ADHD Studies
• Conclusion: Enhancing Understanding and Support for Individuals with ADHD

Essay Title 2: ADHD in Children: Educational Challenges and Supportive Strategies

Thesis Statement: This research essay focuses on the educational challenges faced by children with ADHD, explores effective strategies for supporting their learning, and highlights the importance of early intervention.

• Educational Implications of ADHD: Academic, Social, and Emotional Impact
• Supportive Classroom Strategies: Individualized Education Plans (IEPs) and 504 Plans
• Teacher and Parent Collaboration: Creating a Supportive Learning Environment
• Alternative Learning Approaches: Montessori, Waldorf, and Inclusive Education
• ADHD Medication in the Educational Context: Benefits and Considerations
• Early Intervention and the Role of Pediatricians and School Counselors
• Conclusion: Nurturing Academic Success and Well-Being in Children with ADHD

Essay Title 3: ADHD in Adulthood: Challenges, Coping Strategies, and Stigma

Thesis Statement: This research essay examines the often overlooked topic of ADHD in adults, discussing the challenges faced, coping mechanisms employed, and the impact of societal stigma on individuals with adult ADHD.

• ADHD Persisting into Adulthood: Recognizing the Symptoms
• Challenges Faced by Adults with ADHD: Work, Relationships, and Self-Esteem
• Coping Strategies and Treatment Options for Adult ADHD
• The Role of Mental Health Support: Therapy, Coaching, and Self-Help
• ADHD Stigma and Misconceptions: Impact on Diagnosis and Treatment
• Personal Stories of Triumph: Overcoming ADHD-Related Obstacles
• Conclusion: Raising Awareness and Providing Support for Adults with ADHD

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Understanding adhd: a comprehensive analysis, behavioral disorders: causes, symptoms, and support, rethinking adhd: balancing medication with holistic interventions, a critical review of adhd diagnosis and treatment, understanding adhd: an informative overview.

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by excessive amounts of inattention, carelessness, hyperactivity (which evolves into inner restlessness in adulthood), and impulsivity that are pervasive, impairing, and otherwise age-inappropriate.

The major symptoms are inattention, carelessness, hyperactivity (evolves into restlessness in adults), executive dysfunction, and impulsivity.

The management of ADHD typically involves counseling or medications, either alone or in combination. While treatment may improve long-term outcomes, it does not get rid of negative outcomes entirely. Medications used include stimulants, atomoxetine, alpha-2 adrenergic receptor agonists, and sometimes antidepressants. In those who have trouble focusing on long-term rewards, a large amount of positive reinforcement improves task performance.ADHD stimulants also improve persistence and task performance in children with ADHD.

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Hyperactivity Disorder (ADHD), Research Paper Example

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Attention-Deficit / Hyperactivity Disorder (ADHD) is a mental illness that is characterized by the lack of the ability of an individual to concentrate or stay still. This is a problematic disorder for all individuals that have been diagnosed with it, but it is particularly difficult for students with the disease to participate in school activities. The symptoms of ADHD are commonly mistaken for learning disabilities, as the individuals who exhibit them often demonstrate difficulty with learning. However, these symptoms are not related to learning impairment and result in an impaired ability to learn because these individuals are not able to concentrate in the same way as their peers.

Many individuals believe that ADHD is not a real disorder and is simply a term that is assigned to children who are not able to follow rules or behave properly (Schonwald 189). While many children would be classified as having some type of behavior problem according to current behavioral standards, ADHD is present in only those that demonstrate that their lack of focus and attention in addition to their large amounts of energy is impacting with their ability to learn normally (Ramsay 25). Many energetic children can be directed to focus on their studies, and after several tries, a teacher or a parent will be successful. However, children with ADHD often cannot gain this focus at any point in time, indicating that there is a clinical problem.

ADHD is typically diagnosed when a parent, friend, or teacher observes that the behavior patterns exhibited by an individual is not characteristic for his or her age. In order to confirm this diagnosis, the individual will typically travel to a psychologist to be evaluated. A series of tests will be conducted that attempt to assess whether the child is simply energetic and cannot always retain focus or whether there is a chronic problem. The psychologists will use a combination of these tests in addition to self-assessment from the patient and observations from friends and family to make the diagnosis. Many medical professionals believe that ADHD could be treated in part through therapy sessions that aim to adjust reactions to certain stimuli, while others believe that because the illness has a biological basis, medication is the only effective treatment method. Yet, other parties believe that a combination of therapy and medicine is the only proper way to treat ADHD.

The individuals that claim that ADHD is not a real disease do not understand the biological aspects of this illness. Studies have shown that the brains of children with ADHD are typically physically smaller than individuals without the disease (Cohen 5). In particular, the prefrontal cortex, basal ganglia and cerebellum are reduced in size and are therefore not able to achieve the expected connectivity with the other areas of the brain. Ultimately, this leads to chemical imbalances with regards to the neurotransmitters that are responsible for sending messages to the different parents of the brain. Individuals without ADHD use some of these signals to know when they should stop their behaviors, but children and adults with this disorder do not experience the same signaling process (Curatolo 79). Therefore they are unable to stop their behaviors in the same manner as normal children and adults, which is in part because they are simply unable to comprehend that the behaviors they are exhibiting are wrong.

Ultimately, psychological treatment and medical treatment would not be effective to treat individuals with ADHD if this were not a real disease. When people diagnose with this illness have gone under treatment, they have demonstrated clear progress in behavior. Therapy is meant to allow these individuals to recognize which behaviors they are exhibiting and how they differ from their peers. They are then given ways to recognize when they are acting inappropriately and educated about how these situations could be prevented or rectified. In many situations, therapy alone is only ideal for cases of ADHD in which patients exhibit only slight symptoms. The purpose of the medication is to in part, rectify the problems that are occurring with the brain’s chemistry in these patients. In patients that exhibit severe symptoms, it is often difficult for them to be able to benefit from therapy because they may continue to exhibit these behaviors during the learning process, which impairs these therapy goals. Therefore, they may be provided medication to lesson these symptoms to make therapy more effective. The particular treatment that is assigned to an individual suffering from ADHD depends on the professional opinions of psychologists and psychiatrists, who collaborate to determine the severity of the symptoms and the best way to allow the child or adult to function in a normal school or work environment (Sim 615).

Professionals attempt to diagnose individuals with ADHD using criteria from a book called the DSM-IV. Some professionals prefer to use this book for mental disorders, while others opt to use the newer addition of this publication called the DSM-V. As a whole, this document describes ADHD as “persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development” (CDC, n.d.). For ADHD to be diagnosed by a professional, they must observe that these symptoms have been occurring over a long period of time. Therefore, one of the primary criterion for this diagnosis is that individuals must exhibit six or more of the following symptoms: they must not be able to give complete attention to details or make unanticipated mistakes at their jobs, in school, or in other functions; they must often not appear to listen to verbal directions despite repeated attempts; they must not frequently follow directions which leads to them not completing projects that they have started and are expected to finish; they frequently have trouble organizing tasks and activities; they often ignore and do not enjoy work that requires a lot of thought; they frequently misplace objects that are necessary to complete their responsibilities; they are frequently and easily distracted; they are frequently generally forgetful with regards to daily activities (CDC, n.d.). While many of these situations are exhibited by children or adults at some point, individuals with ADHD repeat many of these behaviors over a long period of time, which interferes with their ability to function in school or at work. Therefore, children with ADHD are typically diagnosed by teachers or other members of school staff because they are most likely to pick up on these behaviors before the parents. It is often an educator or a school psychologists who arranges the appointment for the formal diagnosis with the parent.

An additional symptom of ADHD is hyperactivity and impulsivity. According to the psychologist’s diagnostic manual, the following symptoms must be met, demonstrating inappropriate behavior for the child’s age level: they are frequently not able to stay still and must play with objects or move in their seat; they frequently travel away from their seats when remaining seated is appropriate; they are not able to play quietly; they must frequently talk or move; they respond to questions in class before they have fully completed the question; they have difficulty taking turns; they frequently invade the space of others (CDC, n.d.). Again, many individuals believe that these symptoms do not signify ADHD because they understand that some children exhibit these behaviors normally. While this is true in some cases, children with ADHD exhibit a majority of these symptoms, which have been repeated over a long period of time. These individuals are generally those who are unable to remain seated and quiet in school, which may interfere with the learning process of both themselves and of their peers. Individuals with ADHD exhibit some symptoms that overlap with other disorders, so it is necessary for the health care professional to rule out these other options before confirming a diagnosis of the disease (Greathead).

Despite the attempts of many individuals to deny the existence of ADHD, it is clear that this cannot be done. There are many environmental and biological factors that contribute to the development of the illness, and these factors are evident upon medical and psychological examination. It is therefore necessary to avoid demonizing both individuals with this disorder in addition to their families for psychological impacts that are beyond their control. It is instead important to work towards building an understanding of how individuals with ADHD can be helped and to understand the challenges that they face on a daily basis.

One of the most beneficial solutions to addressing the ADHD problem is modifying educational practices to cater to individuals that need to exert their energy, rather than sitting quietly in the classroom and listening. Many activities can be made for the whole class that will enable this type of engagement and promote learning. For example, activities that require standing and sitting to say “yes” or “no” to a question would be beneficial because it allows students with ADHD to move around. Since they are likely to do so without permission, it is necessary to take control of the situation by allowing this behavior, but assigning rules to it first. In addition, children with ADHD occasionally wish to stand as they write, which should be considered acceptable, provided that they are not disturbing their classmates. These solutions can only be reached once we understand that ADHD is not simply a behavior problem that children choose to enact, rather it is a consequence of complex environmental and biological factors that are beyond our control.

In conclusion, ADHD is a real disorder that must be taken very seriously. It is detrimental to the individuals with this illness to pretend that it does not exist. While many children do exhibit behavior problems from time to time and do not have ADHD, we must be aware that those with repetitive behavior problems have the disease and should be provided with help to alleviate some of these symptoms. These individuals can be helped by spreading an understanding that they are not misbehaving on purpose and that we should assist their learning by finding the methods that work best for them.

Works Cited

CDC. Symptoms and Diagnosis. N.D. Web. 24 April 2015.           <http://www.cdc.gov/ncbddd/adhd/diagnosis.html>

Cohen DJ. Cicchetti D, ed. Developmental Psychopathology, Developmental Neuroscience (2nd,illustrated ed.). John Wiley & Sons, 2006.

Curatolo P, D’Agati E, Moavero R. The neurobiological basis of ADHD. Ital J Pediatr 36(2010): 79.

Greathead, Philippa. Language Disorders and Attention Deficit Hyperactivity Disorder. 6 November 2013. Web. 24 April 2015. <http://www.addiss.co.uk/languagedisorders.htm>.

Ramsay JR. Cognitive behavioral therapy for adult ADHD. Routledge, 2007.

Schonwald A, Lechner E. Attention deficit/hyperactivity disorder: complexities and controversies. Curr. Opin. Pediatr . 18.2(2006):189–195.

Sim MG, Hulse G, Khong E. When the child with ADHD grows up. Aust Fam Physician  33.8 (2014): 615–618.

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ADHD Essay Example

• December 18, 2022

ADHD Essay: Introduction

Psychological disorders have been seen among the major problems of humans since the studies focused on the human brain was started. Attention-deficit/hyperactivity disorder is one of the most known and common psychological disorders. The disorder can be explained as a disorder that is characterized by a constant habit of inattention and/or hyperactivity-impulsivity, which affects the daily life of individuals. Inattention refers that a person experiences difficulties in focusing and cannot approach the subject with caution. The people suffering from this disorder have significant problems in focusing on something (“Attention-Deficit/Hyperactivity Disorder,” 2019). It affects the whole life of the patient as the disorder could manifest itself in significant meetings such as a board meeting of a company. Nevertheless, this disorder does not occur due to a lack of comprehension.

Body Paragraphs

Hyperactivity is a disorder meaning moving consistently even in the moments in which moving, talking, or laughing cannot be acceptable. These behaviors could end in serious consequences in the patient’s life. These people can be seen as vivacious sometimes, but if a person acts extremely in all manners, the thought about that these people could have a serious disorder must be taken into account. Impulsivity means that the patient cannot control his/her impulses.

The people suffering from this disorder make hasty actions without thinking first in serious moments. This disorder can result in very harmful situations for the patient. “An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences” (“Attention-Deficit/Hyperactivity Disorder,” 2019). Such disorders may have irrevocable consequences in life for the patients. Psychologically healthy people cannot notice that the person whom they are talking to has a psychological disorder most of the time, and they treat in this manner.

People with symptoms inattention may often overlook or miss details, have problems sustaining attention in tasks, or even in conversations, lectures, and lengthy reading (“NHS Choices,” 2019). When other individuals seem to interact with them, they also do not seem to listen. They may also experience overthinking and get distracted by stimuli, impulses, or random thoughts. One of the most apparent symptoms is that they avoid or dislike tasks which require to be careful and meticulous. They also may be forgetful in daily activities such as returning missed calls and keeping appointments in mind (“Impact of ADHD,” 2019). People with symptoms of hyperactivity and impulsivity may often leave their seats when staying seated is expected or compulsory (“Adult attention-deficit/hyperactivity disorder,” 2019). Having trouble with waiting for his/her turn is also one of the most apparent symptoms of these disorders, and it can result in serious social problems with the community. Talking nonstop also could discomfort other people. Interrupting or intruding on others could make the speaker, and the consequence could be harmful to the people who have symptoms of hyperactivity and impulsivity (Harpin, 2005). However, scientists cannot disagree on the leading causes of such disorders, but as in the case of other illnesses, a few factors including cigarette smoking, brain injuries, drug use, alcohol use (especially during pregnancy), and genetic tendencies can contribute to these disorders.

ADHD Essay: Conclusion

In conclusion, one can readily infer that these disorders may have quite several causes and very bad consequences for the people who suffer from it. Unfortunately, there is no cure for these disorders, except symptoms treatment at the moment.

Attention-Deficit/Hyperactivity Disorder. (2019). NIMH

Harpin, V. A. (2005, February 1). The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Archives of Disease in Childhood.

Impact of ADHD. (2019). ADHD Institute.

Mayo Foundation for Medical Education and Research. (2019, June 22). Adult attention-deficit/hyperactivity disorder (ADHD). Mayo Clinic.

NHS. NHS Choices. (2019). https://nhs.uk/conditions/attention-deficit-hyperactivity-disorder-adhd/symptoms/.

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Breaking Barriers: My Battle with ADHD

In a prize-winning essay about overcoming obstacles, a child with attention deficit disorder explains the effects of adhd on his life. from enlisting the help of family members to keeping a journal, this is how jack prey manages his diagnosis..

Have you ever been working on something important, when a song pops into your head? Then that leads you to think of something in the song about flying, which leads you to play with your remote control glider? Next thing you know, it’s dinnertime, and you haven’t finished the homework you started two hours before.

That’s what it’s like to have Attention Deficit Disorder. I know because I’ve had ADHD for as long as I can remember. For me, ADHD means that I can’t focus whenever I really need to. It’s something I will live with for the rest of my life. And it’s no fun!

When I was younger, people told me I was really smart. But I never got good grades to show it. When I was at school, I would get bored really quickly. Then I would look for something more interesting to do. Sometimes I would try to help other kids with their work. The problem was, I didn’t finish my work, and that would lead to trouble. There were lots of days I even felt like quitting school.

My parents were confused. They knew I was smart, but I wasn’t showing it. My doctor suggested that I see a specialist. He gave me a bunch of tests. When it was all done, he told my parents that I had ADD . Now it’s called ADHD. The H stands for “hyper.” He said I didn’t really have the H , so I guess that was some good news.

To help me focus, the doctor gave me some tips to follow. One of them is to keep a special journal with me all the time to write down things, like what homework I have and when things are due. I try to keep the notebook with me wherever I go. It really helps.

[ Get This Free Download: 5 Powerful Brain Hacks for Focus & Productivity ]

I came up with another tip myself. When I have a test or a quiz, I challenge myself to get it done by a certain time. That keeps me focused on the test and not on the pretty girl sitting in front of me or the lizard in the aquarium. Ah, lizards. I really like lizards. Where was I again?

Oh yeah, my focus techniques. With the help of my parents and my older brother, I started doing some other things that help, like going to bed a little earlier so I can get a good night’s sleep.

My brother and I share a bedroom, and he has agreed to go to bed earlier to help me out. Another thing our whole family has started doing is eating a healthy diet. I used to eat a lot of junk food, but now I only eat a little bit. Ah, junk food. Oops, I’ll try not to do that again.

I’ve been working hard, using these focus techniques for the last year and guess what? My grades have started to go up! In fact, on my last report card I got five As and one B. That’s the best I’ve ever done!

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My teacher, Miss Ryan, suggested I write this essay. I’m not sure if I knew who Jackie Robinson was before this, but I did some checking. Turns out, he was a great man who had to overcome one of the worst things there is: racism. He did it using the values of courage, determination, teamwork, persistence, integrity, citizenship, justice, commitment, and excellence.

I have used some of these same values to help me overcome ADHD. For instance, I am committed to using my focus techniques, and I am determined to do better in school. Plus, my family has helped me, and that is being a team. Go, team! Also, when I focus, I am a good citizen and don’t bother my classmates as much. Last but not least, using these values has helped me to get almost all As on my report card, which is an example of excellence. Thanks for being such a good example, Jackie!

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How to Tackle an Essay (an ADHD-friendly Guide)

6 steps and tips.

Most of the college students I work with have one major assignment type that gets them stuck like no other: the dreaded essay. It has become associated with late nights, requesting extensions (and extensions on extensions), feelings of failure, and lots of time lost staring at a screen. This becomes immensely more stressful when there is a thesis or capstone project that stands between you and graduation.

The good news?

An essay doesn’t have to be the brick wall of doom that it once was. Here are some strategies to break down that wall and construct an essay you feel good about submitting.

Step 1:  Remember you’re beginning an essay, not finishing one.

Without realizing it, you might be putting pressure on yourself to have polished ideas flow from your brain onto the paper. There’s a reason schools typically bring up having an outline and a rough draft! Thoughts are rarely organized immediately (even with your neurotypical peers, despite what they may say). Expecting yourself to deliver a publishing-worthy award winner on your first go isn’t realistic. It’s allowed to look messy and unorganized in the beginning! There can be unfinished thoughts, and maybe even arguments you aren’t sure if you want to include. When in doubt, write it down.

Step 2: Review the rubric

Make sure you have a clear understanding of what the assignment is asking you to include and to focus on. If you don’t have an understanding of it, it’s better to find out in advance rather than the night before the assignment is due. The rubric is your anchor and serves as a good guide to know “when you can be done.” If you hit all the marks on the rubric, you’re looking at a good grade.

I highly recommend coming back to the rubric multiple times during the creative process, as it can help you get back on track if you’ve veered off in your writing to something unrelated to the prompt. It can serve as a reminder that it’s time to move onto a different topic - if you’ve hit the full marks for one area, it’s better to go work on another section and return to polish the first section up later. Challenge the perfectionism!

Step 3: Divide and conquer

Writing an essay is not just writing an essay. It typically involves reading through materials, finding sources, creating an argument, editing your work, creating citations, etc. These are all separate tasks that ask our brain to do different things. Instead of switching back and forth (which can be exhausting) try clumping similar tasks together.

For example:

Prepping: Picking a topic, finding resources related to topic, creating an outline

Gathering: reading through materials, placing information into the outline

Assembling: expanding on ideas in the outline, creating an introduction and conclusion

Finishing: Make final edits, review for spelling errors and grammar, create a title page and reference page, if needed.

Step 4: Chunk it up

Now we’re going to divide the work EVEN MORE because it’s also not realistic to expect yourself to assemble the paper all in one sitting. (Well, maybe it is realistic if you’re approaching the deadline, but we want to avoid the feelings of panic if we can.) If you haven’t heard of chunking before, it’s breaking down projects into smaller, more approachable tasks.

This serves multiple functions, but the main two we are focusing on here is:

• it can make it easier to start the task;
• it helps you create a timeline for how long it will take you to finish.

If you chunk it into groups and realize you don’t have enough time if you go at that pace, you’ll know how quickly you’ll need to work to accomplish it in time.

Here are some examples of how the above categories could be chunked up for a standard essay. Make sure you customize chunking to your own preferences and assignment criteria!

Days 1 - 3 : Prep work

• ‍ Day 1: Pick a topic & find two resources related to it
• Day 2: Find three more resources related to the topic
• Day 3: Create an outline

Days 4 & 5 : Gather

• ‍ Day 4: Read through Resource 1 & 2 and put information into the outline
• Day 5: Read through Resource 3 & 4 and put information into the outline

Days 6 - 8 : Assemble

• ‍ Day 6: Create full sentences and expand on Idea 1 and 2
• Day 7: Create full sentences and expand on Idea 3 and write an introduction
• Day 8: Read through all ideas and expand further or make sentence transitions smoother if need be. Write the conclusion

Day 9: Finish

• ‍ Day 9: Review work for errors and create a citation page

Hey, we just created an outline about how to make an outline - how meta!

Feel like even that is too overwhelming? Break it down until it feels like you can get started. Of course, you might not have that many days to complete an assignment, but you can do steps or chunks of the day instead (this morning I’ll do x, this afternoon I’ll do y) to accommodate the tighter timeline. For example:

Day 1: Pick a topic

Day 2: Find one resource related to it

Day 3: Find a second resource related to it

Step 5: Efficiently use your resources

There’s nothing worse than stockpiling 30 resources and having 100 pages of notes that can go into an essay. How can you possibly synthesize all of that information with the time given for this class essay? (You can’t.)

Rather than reading “Article A” and pulling all the information you want to use into an “Article A Information Page,” try to be intentional with the information as you go. If you find information that’s relevant to Topic 1 in your paper, put the information there on your outline with (article a) next to it. It doesn’t have to be a full citation, you can do that later, but we don’t want to forget where this information came from; otherwise, that becomes a whole mess.

By putting the information into the outline as you go, you save yourself the step of re-reading all the information you collected and trying to organize it later on.

*Note: If you don’t have topics or arguments created yet, group together similar ideas and you can later sort out which groups you want to move forward with.

Step 6: Do Some Self-Checks

It can be useful to use the Pomodoro method when writing to make sure you’re taking an adequate number of breaks. If you feel like the 25 min work / 5 min break routine breaks you out of your flow, try switching it up to 45 min work / 15 min break. During the breaks, it can be useful to go through some questions to make sure you stay productive:

• How long have I been writing/reading this paragraph?
• Does what I just wrote stay on topic?
• Have I continued the "write now, edit later" mentality to avoid getting stuck while writing the first draft?
• Am I starting to get frustrated or stuck somewhere? Would it benefit me to step away from the paper and give myself time to think rather than forcing it?
• Do I need to pick my energy back up? Should I use this time to get a snack, get some water, stretch it out, or listen to music?

General Tips:

• If you are having a difficult time trying to narrow down a topic, utilize office hours or reach out to your TA/professor to get clarification. Rather than pulling your hair out over what to write about, they might be able to give you some guidance that speeds up the process.
• You can also use (and SHOULD use) office hours for check-ins related to the paper, tell your teacher in advance you’re bringing your rough draft to office hours on Thursday to encourage accountability to get each step done. Not only can you give yourself extra pressure - your teacher can make sure you’re on the right track for the assignment itself.
• For help with citations, there are websites like Easybib.com that can help! Always double check the citation before including it in your paper to make sure the formatting and information is correct.
• If you’re getting stuck at the “actually writing it” phase, using speech-to-text tools can help you start by transcribing your spoken words to paper.
• Many universities have tutoring centers and/or writing centers. If you’re struggling, schedule a time to meet with a tutor. Even if writing itself isn’t tough, having a few tutoring sessions scheduled can help with accountability - knowing you need to have worked on it before the tutoring session is like having mini deadlines. Yay, accountability!

Of course, if writing just isn’t your jam, you may also struggle with motivation . Whatever the challenge is, this semester can be different. Reach out early if you need help - to your professor, a tutor, an ADHD coach , or even a friend or study group. You have a whole team in your corner. You’ve got this, champ!

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