Hyperkinetic Children Essay Example For Students

Hyperkinetic Children Essay Hyperkinetic is just another word for Hyperactive. Hyperactivitydescribes children who show numerous amounts of inappropriate behaviors insituations that require sustained attention and orderly responding to fairlystructured tasks. Humans who are hyperactive tend to be easily distracted,impulsive, inattentive, and easily excited or upset. Hyperactivity in childrenis manifested by gross motor activity, such as excessive running or climbing. The child is often described as being on the go or running like a motor, andhaving difficulty sitting still. Older children and adolescents may beextremely restless or fidgety. They may also demonstrate aggressive and verynegative behavior. Other features include obstinacy, stubbornness, bossiness,bullying, increased mood lability, low frustration tolerance, temper outbursts,low self-esteem, and lack of response to discipline. Very rarely would a childbe considered hyperactive in every situation, just because restraint andsustained attentiveness are not necessary for acceptable performance in manylow-structure situations. Many parents rate the onset of abnormal activity intheir child when it is and infant or toddler. Abnormal sleep patterns arefrequently mentioned, the child objects to taking naps, he also seems to needless sleep, and becomes very stubborn at bedtime. Then, when the child isseemingly exhausted, hyperactive behavior may increase. Family history studiesshow that hypera ctivity, which is more common in boys than in girls, may be ahereditary trait, as are some other traits (reading disabilities or enuresis-bedwetting). Certain predisposing factors affect the mother, and therefore thechild, at the time of conception or gestation or during delivery. Included areradiation, infection, hemorrhage, jaundice, toxemia, trauma, medications,alcohol, tobacco, and caffeine. The course of the syndrome typically spans the6-year to 12-year age range. In many classrooms, children who displayinappropriate overactivity (restlessness, moving around without permission) ,attention deficits (distractible by task-irrelevant events, inability to sustainattention to the task) , and impulsivity (making decisions and responses hastilyand inaccurately, interrupting and interfering with classmates and the teachers)are likely to be identified as hyperactive. The diagnosis of hyperactivity isusually suggested when parents and teachers complains that a child isexcessively active, behaves poorly, or has learning difficulties. However,there is no specific definition or precise test to confirm that a child ishyperactive. This syndrome is most frequently recognized when the child cannotbehave appropriately in the classroom. There are three characteristic courses. In the first, all of the symptoms persist into adolescence or adult life. Inthe second, the disorder is self-limited and all of the symptoms disappearcompletely at puberty. In the third, the hyperactivity disappears, but theattentional difficulties and impulsivity persist into adolescence or adult life. The relative frequency of the courses is unknown. The individual, accordingly,does not grow out of the disorder. As the child passes through puberty,aggression and restlessness may decrease, but most symptoms persist and may leadthe adolescent to develop a low self-esteem and a tendency to withdraw. Theadolescent may also manifest anti-social tendencies, for instance, lieing,stealing, and violence, which frequently lead to delinquency. Similarly,symptoms persist into adult life and account for social maladjustment (behaviorthat violates laws or unwritten standards of the school or community, yetconforms to the standards of some social subgroup). Attention-deficitHyperactivity Disorder (ADHD), also called attention deficit disorder (ADD), ispresently the most common condition diagnosed in hyperactive children. Thisspecific syndrome focuses on the childs inability to pay attention. Thissyndrome occurs early in life (in infancy or by the age of 2 or 3 years ) ismore common in boys and m ay occur as many as 3 percent of prepubertal children. A small proportion of hyperactive children have a definite history of injury to,or disease of, the brain that preceded a change to abnormal behavior. Thesechildren show relatively minor disabilities of coordination, reflexes,perception, problem solving, and other behaviors often referred to assoftsigns of neurological disorder (brain-injured). It has not beenestablished, however, that brain damage or malfunction is a factor in most casesof hyperactivity. Studies of many children who had difficulties at birth showno connection between such difficulties and later hyperactivity. In these otherwise, normal children, hyperactivity, impulsivity, and distractibility arevariable. The syndrome has been described for many years, and these childrenwere previously said to have minimal brain dysfunction (MBD). In the MBDsyndrome, the behaviors of ADHD (attention deficit disorder with hyperactivity)were combined with poor coordination, emotional instability, immaturedevelopment, perceptual difficu lties, learning disabilities, language disorders,and minor neurological abnormalities observed through medical examinations. Inmost cases it is not possible to find a specific cause for hyperactivity and maynot be appropriate to try. Since hyperactivity behavior is common, starts earlyand persists at least into adolescence, has hereditary determinants, and also isrelatively hard to change by psychological means, it may represent a type oftemperament rather than a psychological or medical disorder. Most authoritiesfeel that factors that interfere with the normal development of a childs brainduring pregnancy, labor, delivery, and early infancy are most significant. How To Prevent Global Warming EssayOverall, behavioral and cognitive-behavioral treatments have been found to berelatively effective in the settings in which they are used and at the time,they are being instituted. There is some evidence to suggest that thecombination of medication and behavior therapy can increase the effectiveness ofthe treatment. Like the effects of medications, however, the effects ofbehavioral and cognitive-behavioral therapies tend not to be long-lasting. Apromising trend in treatment is to help the hyperactive child by teaching hisparents and teachers how to cope with his individual behavior. Hyperactivechildren need to have a relatively set routine that includes a maximum ofregularity and a minimum of surprises and interruptions. The school setting mayneed to be altered in such a way as to make additional help and provisionsavailable. The children frequently need praise, encouragement, and specialattention so that experiences that previously only lead to fa ilure may nowbecome successful and enjoyable. Unfortunately, some children may never make acomplete recovery from hyperactivity, and have a greater chance of developingalcoholism or mental health problems as adults. While the diagnostic definition and specific terminology of ADHD willundoubtedly change throughout the years, the interest in and commitment to thisdisorder will likely continue. Children and adults with ADHD, as well as thepeople around them, have difficult lives to lead. The research community iscommitted to finding better explanations of the etiology and treatment of thiscommon disorder. Category: English