Adult Attention Deficit Hyperactivity Disorder

Adult Attention Deficit Hyperactivity Disorder
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Adult Attention Deficit Hyperactivity Disorder   
Adult Attention Deficit Hyperactivity Disorder
Adult Attention Deficit Hyperactivity Disorder
Dyslexia Resources,  Attention Deficit Disorder, Autism, or Asthma:
Psychology Paper
Dyslexia Resources,  Attention Deficit Disorder, Autism, or Asthma:
Adult attention deficit hyperactivity disorder is the psychiatric condition of attention deficit hyperactivity disorder (ADHD) in adults. About one-third to two-thirds of children with symptoms from early childhood continue to demonstrate ADHD symptoms throughout life.[2](p44)[3]
Three types of ADHD are identified in the DSM-5 as:
Predominantly Inattentive Type (ADHD-PI or ADHD-I)
Predominantly Hyperactive or Hyperactive-Impulsive Type (ADHD-PH or ADHD-HI)
Combined Type (ADHD-C)
In later life, the hyperactive/impulsive subtype manifests less frequently.[2](p44) The hyperactivity symptoms tend to turn more into “inner restlessness”, starting in adolescence and carrying on in adulthood.[4]
Adult ADHD is typically marked by inattention and hyperfocus, hyperactivity (often internalised as restlessness) emotional dysregulation, and excessive mind wandering.[5] Specifically, adults with ADHD present with persistent difficulties in following directions, remembering information, concentrating, organizing tasks, completing work within specified time frames and appearing timely in appointments. These difficulties affect several different areas of an ADHD adult’s life, causing emotional, social, vocational, marital, legal, financial and/or academic problems.[6][7][8] As a result, low self-esteem is commonly developed. However, given the right guidance and coaching, these traits of ADHD could also lead to career success.[citation needed]
Diagnosis follows one or several assessment which may include examination of personal history, observational evidence from family members or friends, academic reports, often going back to school years,[9][10] as well as evaluation to diagnose additional possible conditions which often coexist with ADHD, called comorbidities or comorbid disorders.
The condition often runs in families,[11] and while its exact causes are not fully known, genetic or environmental factors are understood to play a part. ADHD is a childhood-onset condition, usually requiring symptoms to have been present before age 12 for a diagnosis.[12] Children under treatment will migrate to adult health services if necessary as they transit into adulthood, however diagnosis of adults involves full examination of their history.
Treatment of ADHD is usually based on a combination of medication, cognitive behavioral therapy, and coaching or skills training.[13][unreliable medical source] Medium-to-high intensity physical exercise, improved sleep and improved and targeted nutrition[14][unreliable medical source] are also known to have a positive effect. Within school and work, reasonable accommodations may be put in place to help the individual work more efficiently and productively
ORDER NOW FOR AN ORIGINAL PAPER!!! Adult attention deficit hyperactivity disorder
1. What are the addresses of three national or international Web sites that provide information regarding dyslexia?  Attention deficit disorder?  Autism?  Asthma?
2. What local resources, support groups, and testing facilities does your community provide for victims of the issue you have chosen?
3. What is the “Americans with Disabilities Act”?   What rights does a person with this condition have under this Act?
4. Are there specific educational techniques that are helpful in treating or preventing the Issue you picked?
5. Is there a “positive side” to the condition?
6. Identify a couple of well-known, accomplished personalities who were diagnosed with the issue you have chosen.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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