Other Health Impairment (OHI) Disabilities Category and an In-Depth Look at the Most Common Neurobiological Condition for Students

2022 ◽  
pp. 55-68
Author(s):  
Tammy Reutzel Guthrie
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Kidney Disease ◽  
General Education ◽  
Sickle Cell Anemia ◽  
Health Problem ◽  
Educational Environment ◽  
The Other ◽  
Health Impairment ◽  
Hyperactivity Disorder ◽  
Other Health Impairment

The other health impairment (OHI) disability category refers to a condition that causes limited strength, vitality, or alertness, including heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment due to a chronic or acute health problem and adversely affects a child's educational performance. This disability category, as explored in this chapter, may include one or a combined type of attention-deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, kidney disease, sickle cell anemia, and Tourette's syndrome. As a result of the child's other health impairment, as described above, the child is prevented from receiving reasonable educational benefit from general education.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

The association between Internet addiction and psychiatric disorder: A review of the literature

2012 ◽  
Vol 27 (1) ◽  
pp. 1-8 ◽  
Author(s):  
C.-H. Ko ◽  
J.-Y. Yen ◽  
C.-F. Yen ◽  
C.-S. Chen ◽  
C.-C. Chen
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Substance Use ◽  
Anxiety Disorder ◽  
Psychiatric Disorders ◽  
Internet Addiction ◽  
The Other ◽  
Review Of The Literature ◽  
Research Directions ◽  
Hyperactivity Disorder ◽  
Pubmed Database

AbstractInternet addiction is a newly emergent disorder. It has been found to be associated with a variety of psychiatric disorders. Information about such coexisting psychiatric disorders is essential to understand the mechanism of Internet addiction. In this review, we have recruited articles mentioning coexisting psychiatric disorders of Internet addiction from the PubMed database as at November 3, 2009. We describe the updated results for such disorders of Internet addiction, which include substance use disorder, attention-deficit hyperactivity disorder, depression, hostility, and social anxiety disorder. We also provide discussion for possible mechanisms accounting for the coexistence of psychiatric disorders and Internet addiction. The review might suggest that combined psychiatric disorders mentioned above should be evaluated and treated to prevent their deteriorating effect on the prognosis of Internet addiction. On the other hand, Internet addiction should be paid more attention to when treating people with these coexisting psychiatric disorders of Internet addiction. Additionally, we also suggest future necessary research directions that could provide further important information for the understanding of this issue.

The Validity of the DSM-IV Subtypes of Attention-Deficit/Hyperactivity Disorder

2005 ◽  
Vol 39 (5) ◽  
pp. 344-353 ◽  
Author(s):  
Bernardine S. C. Woo ◽  
Joseph M. Rey
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Age Distribution ◽  
The Other ◽  
Genetic Studies ◽  
Main Research ◽  
Hyperactivity Disorder ◽  
Dsm Iv ◽  
Almost All ◽  
All Treatment

Objective: To examine the validity of the three subtypes of ADHD defined by DSM-IV. Method: Studies published in English were identified through searches of literature databases. Results: Estimates of the prevalence of ADHD have increased as a result of the introduction of DSM-IV criteria. Factor analytical and genetic studies provide some support for the validity of the distinction between the three subtypes. However, diagnosis of the combined subtype seems more reliable than the other two subtypes, although reliability is largely unknown for the latter. The hyperactive-impulsive subtype, the least common, differs from the other two subtypes in age distribution, association with other factors and neuropsychological parameters. Almost all treatment trials are based on participants with the combined type. Conclusion: Data supporting the validity of the inattentive and hyperactive-impulsive subtypes of ADHD a decade after the publication of DSM-IV are still scarce. Given that inattention is the hypothesized core ADHD symptom, it remains to be demonstrated that hyperactive-impulsive children who are not inattentive have the same condition. One of the main research deficits refers to data on treatment of the inattentive and hyperactive impulsive subtypes.

scholarly journals Educational Support of a Student with ADHD. An Analysis of Parents’ Biographical Experiences

2021 ◽  
Vol 35 (2) ◽  
pp. 5-31
Author(s):  
Iwona Myśliwczyk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
The Other ◽  
Educational Support ◽  
Children With Adhd ◽  
Parental Experiences ◽  
Hyperactivity Disorder ◽  
Definition Of ◽  
Subjective Meanings ◽  
Insufficient Knowledge ◽  
Individual Interpretation

The aim of this paper is to present the results of a study on the subjective interpretation and the construction of biographies by parents of children with ADHD. The research was driven by insufficient knowledge regarding the definition of the support offered at school to a child with attention deficit hyperactivity disorder among parents and to determine what is important and unique from a parental perspective. The presented studies were constructivist, interpretative studies using the biographical method. Narrative interviews were conducted with parents of children with ADHD living in Poland. Reconstruction of their parental experiences allowed an understanding of their individual feelings and experiences, which showed “the truth” about the educational support provided to a child. The aim of the studies was a reconstruction of the narrative and an analysis of the subjective meanings which parents give to the educational support that is offered to their children at school. The central thesis took the form of a question: How did parents interpret their own experiences related to educational support given at school to a child with ADHD? The analysis of the narration shows different parental experiences regarding the educational support received. The reality reconstructed by examined parents is complex and consists of hope and expectations, but also doubts, powerlessness and helplessness. Some parts of the narration are poignant, sorrowful and rife with feelings of loneliness, which is a consequence of misunderstanding a specific child’s needs. The other parts of the narrative are dominated by happiness and joy caused by the support that a student received and its effects. By speaking about the help which was received at school, the parents expose their personal feelings towards that event, and they show their individual interpretation of the reality that they experienced. They give subjective meaning to a narrative that they feel is significant.

Attention-deficit/hyperactivity disorder and sequential organization difficulties

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Significant Problem ◽  
Learning Difficulty ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Sequential Organization ◽  
Specific Learning ◽  
Experience Difficulty

This chapter deals with two separate areas of learning: attention and sequential organization. Difficulties in either area can occur in isolation or in combination with other forms of specific learning difficulty. The ability to ignore distractions and to focus on one activity at a time is a skill that children usually develop gradually as they grow. It is quite normal for toddlers and pre-school-aged children to be easily distractible, but the ability to channel attention selectively usually increases progressively once children start school. Some children experience significant difficulties in learning to attend. As a result, they are easily distractible and do not persist for long with tasks. If this is a significant problem, it is referred to by the umbrella term ‘attention-deficit/hyperactivity disorder’ (ADHD). This means attention-deficit with or without hyperactivity. Such children may be overactive and impulsive, although this is not always the case. It is this overactivity that has given rise to the term hyperactivity (‘hyper’ is Greek for ‘over’). All children with attention-deficit/hyperactivity disorder experience difficulty with concentration. There are two forms of the condition: one where overactivity and impulsivity are present and the other where these coexisting problems are absent. The two forms of attention-deficit/hyperactivity disorder may be clarified by describing two children, each with one of the forms of the disorder. George is his mother’s third child. She describes him as completely different from the other two. As a baby he slept very little and cried constantly. As a toddler he was always on the go, ‘as if driven by a motor’. Now, aged nine years, his teacher describes him as ‘disorganized, disruptive, and fidgety’. His mother reports that he hardly ever sits still at home. He will not sit through a favourite TV programme or a meal. He is still so disorganized that if she did not help him to dress in the morning, he would not be in time for school. He is also very impulsive. He does not seem to think before he acts. He takes terrible risks and often says the first thing that comes in to his head.

Prevalence of bruxism in children receiving treatment for attention deficit hyperactivity disorder: a pilot study

2005 ◽  
Vol 29 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Ghadah Malki ◽  
Khalid Zawawi ◽  
Marcello Melis ◽  
Christopher Hughes
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Signs And Symptoms ◽  
The Other ◽  
Adhd Group ◽  
Age And Gender ◽  
Hyperactivity Disorder ◽  
Dental Attrition ◽  
Adhd Children ◽  
And Gender

The objective of this study was to evaluate reported bruxism among children affected by attention deficit hyperactivity disorder (ADHD).Thirty children diagnosed with ADHD and 30 healthy age and gender matched controls participated in the study. All subjects were examined for dental attrition, and the parents were asked for signs and symptoms of bruxism in their children using a questionnaire. Prevalence of oral parafunction was evaluated comparing ADHD children taking medications, ADHD children not taking medications, and controls. Subjects affected by ADHD and pharmacologically treated showed higher occurrence of bruxism compared to subjects affected by ADHD not taking medicines and controls; and within the ADHD group taking medications, CNS-stimulants have been associated with such side effect more frequently than the other drugs.

Comorbidity and WISC–III Profiles of Greek Children with Attention Deficit Hyperactivity Disorder, Learning Disabilities, and Language Disorders

2005 ◽  
Vol 97 (2) ◽  
pp. 485-504 ◽  
Author(s):  
Diamanto N. Filippatou ◽  
Eleni A. Lpvaniou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Attention Deficit ◽  
Language Disorder ◽  
Function Analysis ◽  
Language Disorders ◽  
The Other ◽  
Discriminative Ability ◽  
Hyperactivity Disorder

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC–III scores for children with Attention Deficit Hyperactivity Disorder ( n = 22), Learning Disability ( n = 50), and Language Disorder ( n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC–III test or their ACID profile.

scholarly journals Pharmacotherapeutic options for attention deficit hyperactivity disorder (ADHD)

2017 ◽  
Vol 5 (11) ◽  
pp. 4677
Author(s):  
Jarnail Singh
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Adverse Events ◽  
Attention Deficit ◽  
Health Problem ◽  
Tricyclic Antidepressants ◽  
Similar Efficacy ◽  
Behavioral Disorder ◽  
Serious Adverse Events ◽  
Hyperactivity Disorder ◽  
Dsm Iv

Attention deficit hyperactivity disorder (ADHD), the most common behavioral disorder in children, may disable the patient throughout life. Diagnosis of ADHD is based on DSM-IV-revised criteria. ADHD is a costly health problem and various drugs including stimulants, tricyclic antidepressants (TCAs), bupropion, pemoline, clonidine and atomoxetine have been used to treat it. Atomoxetine and stimulants are the most commonly prescribed drugs for pediatric ADHD with similar efficacy, but serious adverse events with atomoxetine have been reported.

scholarly journals Sistem Pakar Berbasis Android untuk Mendeteksi Jenis Perilaku ADHD pada Anak

2019 ◽  
Vol 6 (2) ◽  
pp. 135
Author(s):  
Muhammad Alkaff ◽  
Husnul Khatimi ◽  
Yuslena Sari ◽  
Puja Darmawan ◽  
Rakhmadhany Primananda
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Expert System ◽  
Motor Activity ◽  
Experimental Test ◽  
Attention Deficit ◽  
Confidence Level ◽  
The Other ◽  
Hyperactivity Disorder ◽  
Child Psychologist ◽  
Confidence Value

<p class="Abstrak">ADHD (<em>Attention Deficit Hyperactivity Disorder</em>) adalah gangguan perkembangan otak pada anak yang mengakibatkan meningkatnya aktifitas motorik sehingga menyebabkan penderitanya menjadi hiperaktif, impulsif dan inatentif. Kondisi ini sering memperlihatkan tingkah laku yang tidak wajar seperti selalu bergerak tanpa tujuan, selalu gelisah, atau tidak bisa duduk dengan tenang. Gangguan ADHD terbagi menjadi tiga jenis yaitu Hiperaktif, Inatentif dan Impulsif. Salah satu cara untuk mendiagnosa jenis ADHD yang diderita oleh anak adalah dengan konseling. Tujuan dari penelitian ini adalah membangun sebuah sistem pakar yang dapat membantu memberikan kesimpulan tentang jenis penyakit ADHD yang diderita oleh anak serta tingkat keyakinan diagnosisnya. Penelitian ini menggunakan metode <em>Dempster</em><em>-Shafer</em> untuk melakukan perhitungan terhadap nilai keyakinan suatu diagnosa. Hal ini dilakukan dengan cara membandingkan setiap nilai keyakinan dari 2 gejala awal yang terjadi pada anak untuk selanjutnya dibandingkan lagi dengan nilai keyakinan dari gejala-gejala lainnya. Sehingga mengerucut pada suatu gejala yang mengacu kepada suatu jenis dari ADHD disertai dengan nilai keyakinannya seperti layaknya diagnosa seorang pakar psikologi anak. Dalam penelitian ini dibangun sistem pakar berbasis <em>Android</em> dengan basis pengetahuan dari 3 orang pakar untuk memudahkan orang tua anak dalam mendiagnosa gejala-gelaja yang mungkin diderita oleh anaknya. Hasil pengujian sistem terhadap pakar dengan persentase rata-rata sebesar 93,3% dari 3 orang pakar, menunjukan bahwa sistem pakar yang telah dibuat mampu mendiagnosa jenis perilaku ADHD yang diderita oleh anak-anak disertai dengan nilai tingkat keyakinan diagnosisnya.</p><p class="Abstrak"><strong>Abstract </strong></p><p class="Judul2"><em>ADHD (Attention Deficit Hyperactivity Disorder) is a brain development disorder in children resulting in increased motor activity causing the sufferer to become hyperactive, impulsive and inattentive. This condition often shows unnatural behavior like always moving aimlessly, always restless, or unable to sit quietly. ADHD disorders divided into three types, namely Hyperactive, Inattentive and Impulsif. One way to diagnose the type of ADHD suffered by children is by counseling. The purpose of this study is to build an expert </em>sistem<em> that can help provide conclusions about the kind of ADHD that the children had and the diagnosis level of confidence. This research uses Dempster-Shafer method to perform the calculation of confidence value of diagnosis. This is done by comparing each of the confidence values of the two early symptoms that occur in the child to furthermore compare with the belief value of the other symptoms. Therefore, conical to a symptom that refers to a type of ADHD accompanied by the value of the diagnosis beliefs, just like the diagnosis of a child psychologist. In this study, an Android-based expert system</em><em> with a knowledge base from three experts</em><em> is built to facilitate the child's parents in diagnosing symptoms that may be suffered by his son. The experimental test of the system with the </em><em>mean </em><em>percentage of 90% </em><em>from 3 experts</em><em>, indicates that the expert s</em><em>y</em><em>stem that has been made can diagnose the type of ADHD behavior suffered by the children accompanied by the value of the diagnosis confidence level.</em></p>

Sign in / Sign up

Export Citation Format

Share Document