Addressing & Analyzing the Attention Deficit Hyperactive Disorder - Adhd

Introduction

Psychology contemporarily insinuates itself as one of the most contentious segments of the sector of medical science, this being perhaps particular due to the fact that it primarily bases its research and studies upon intangible and theoretical rather than tangibly physical data. Another factor, moreover, that has tended to be one of the more significant, recent contributors to this contentiousness has been the increased proof of increasingly diverse psychological ailments in consistently decreasing age groups. Researchers have been coming up with more and more evidence postulating the increased prevalence of psychological disorders among typically preadolescent, school going children. Take into consideration, for instance, the contemporarily exceptional incidence of Attention Deficit Hyperactive Disorder, better known as ADHD. ADHD defines a condition, or rather, an attention based psychological disorder, that is found typically but not only within children. It is a condition that makes it uncharacteristically difficult for the individual in question to fully concentrate on performing the particular task at hand as effectually as possible.

Addressing & Analyzing the Attention Deficit Hyperactive Disorder: ADHD

It is not surprising, this being established, that in a classroom context, children with ADHD tend to present a rather hindering obstacle for teachers, pushing the latter to the limits of their professional training. Children suffering from Attention Deficit Hyperactive Disorder [ADHD] have cannot stay focused on anything for more than a particularly short stretch of time, and this is the prime reason why they represent such controversies within the classroom. And it would, moreover, be noteworthy to here consider that the causal factor for this inability to focus attention is particularly born of an intrinsically generic lack of motivation. It must be subsequently taken into consideration that, considering the inherent inability, to focus on a particular task, ADHD children tend to have serious issues with retaining crucial task related data such as instructions. This is the prime reason due to which children suffering from the Attention Deficit Hyperactive Disorder tend to face severe learning disabilities. That is to say that a child suffering from ADHD typically displays the classic signs of lagging motivation when confronted with any particular task that involves external inhibition.

Countering ADHD with Operant Conditioning: Reward Contingencies & PALIt is, however, possible to make indefinite progress in terms motivating children with ADHD when conditioning them to conceive that there is reward to be earned upon the pretext of fulfilling or completing the particular task. This is something that would undoubtedly have marginal success as a result of the fact that it will, at least to some degree, have an impact on the motivational stance of the particular children (Douglas & Parry, 1994). Indeed, it would be significantly noteworthy to acknowledge that, in contradiction to the wide prevalence of research and findings, various studies have concentrated on portraying that ADHD children respond to reward contingencies almost but not quite normatively.

These studies have illustrated, quite effectually nonetheless, that ADHD children display motivational responses to rewards that are similar to that of their normal counterparts (Oosterlaan & Sergeant, 1998). This is something that can be better comprehended when considering it from the light of the fact that a reward contingency is something of an operant conditioning procedure that concentrates on instilling motivation within the