You have probably heard and may even have used the term hyperactivity. The notion is a modern one: there were no hyperactive children 50 to 60 years ago. Today, if anything, the term is applied too often and too widely. The American Academy of Child and Adolescent Psychiatry (AACAP) estimates that all teachers have in their classrooms at least one child with ADHD (Simmons, RG. 1993). Actually, hyperactivity is not one particular condition: it is "a set of behaviors" such as excessive restlessness and short attention span that are quantitatively and qualitatively different from those children of the same sex, mental age, and socioeconomic status (Gutskey, T.R. 1991). Today most psychologists agree that the main problem for children labeled hyperactive is directing and maintaining attention, not simply controlling their physical activity. The American Psychiatric Association has established a diagnostic category called attention-deficit/hyperactivity disorder (ADHD) to identify children with this problem.

* Show students how to use an assignment book to keep track of their homework and daily assignments.

* Reward target behaviors immediately and continuously.

Children with ADHD can have difficulty with one or all parts of the attention process. Some children may have difficulty concentrating on tasks (particularly on tasks that are routine or boring). Others may have trouble knowing where to start a task. Still others may get lost in the directions along the way. A careful observer can watch and see where the attention process breaks down for a particular child.

* Often fails to give close attention to details or makes careless mistakes in schoolwork, or other activities

* Be sure to inform art, music, or P.E. teachers of any needed adaptations for the student.

Brain scan images produced by positron emission tomography (PET) show the differences between an individual with Attention Deficit Hyperactivity Disorder (right) and someone without the disease (left) (Zametkin et. al. 1990).

Some common words found in the essay are:
Children ADHD, Cohan EG, Education Plans, Soar RM, ADHD Brooks, Friend Bursuck, ADHD Short, Eiseman JW, Leaning Environment, Simmons RG, children adhd, negative consequences, drug therapy, short attention, activities *, attention span, short attention span, attention process, negative consequences *, effects drug therapy, physical activity, target behaviors, pay attention, american psychiatric association, rs soar rm,
Approximate Word count = 1884
Approximate Pages = 8 (250 words per page double spaced)