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Attention deficit hyperactivity disorder management options are evidence-based practices with established treatment efficacy for ADHD.Approaches that have been evaluated in the management of ADHD symptoms include FDA-approved pharmacologic treatment and other pharmaceutical agents, psychological or behavioral approaches, combined pharmacological and behavioral approaches, cognitive training ...
ABA focuses on teaching adaptive behaviors like social skills, play skills, or communication skills [19] [20] and diminishing problematic behaviors like self-injury. [21] This is done by creating a specialized plan that uses behavioral therapy techniques, such as positive or negative reinforcement, to encourage or discourage certain behaviors ...
Creative Pedagogy generalized the research in the field of creativity (Graham Wallas, Alex Osborn, J.P. Guilford, Sid Parnes, Ellis Paul Torrance, etc.) and put it into the classroom to improve the teaching/learning process. Creative Pedagogy is the result of applying the studies of creative process to the education process itself.
The hunter versus farmer hypothesis is a proposed explanation for the nature of attention-deficit hyperactivity disorder (ADHD). It was first suggested by radio host Thom Hartmann in his book Attention Deficit Disorder: A Different Perception.
UDL principles also lend themselves to implementing inclusionary practices in the classroom. Universal Design for Learning is referred to by name in American legislation, such as the Higher Education Opportunity Act (HEOA) of 2008 (Public Law 110-315), [ 5 ] the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA), and ...
Dena Lister highlights the improvements that were found in classroom performance of sixth-grade learning-support students. Lister writes, "The LSS students also produced significantly the first Learning-Style treatment, suggesting that this particular Learning-Style instructional approach, rather than Traditional teaching, was a more effective ...
A meta-analysis of the global prevalence of ADHD in adults, published in 2021, estimated a collective prevalence of persistent adult ADHD of 2.58% globally in 2020. [4] Persistent adult ADHD is defined as meeting diagnostic criteria for ADHD in adulthood with the additional requirement of a confirmed childhood diagnosis. [4]
A student who spends the entire day in a regular classroom with non-disabled peers is considered fully included. Most students with mild levels of disabilities such as dyslexia or attention deficit disorder, or with non-cognitive disabilities such as diabetes are fully included. Mainstreaming does not involve teaching the child outside of school.