In this article, Attention Deficit Hyperactivity Disorder (ADHD) is examined through the lens of school psychology, exploring its etiology, diagnosis, and implications for educational practice. The article delves into the genetic and neurobiological underpinnings of ADHD, highlighting the interplay of environmental factors and the diagnostic criteria. It further elucidates the pivotal role of school psychologists
Attention is what helps us to maintain perception, thought, and behavior despite distraction. There are many varieties of attention, each with a different purpose and dependent on different brain mechanisms in order to function. Attention can be separated into three main categories: selection, vigilance, and control. There are many theories regarding the mechanisms of different
Attention deficit hyperactivity disorder (ADHD) is one of the most common, most talked about, and most vexing of the psychiatric disorders. Symptoms of restlessness, distractibility, and poor self-control have been recognized since the mid-1800s when Heinrich Hoffman, a German physician, wrote a poem about “Fidgety Phil.” Over time, the disorder has been seen as a
Attention is a component of higher cortical cognitive functioning and refers to a person’s ability to (a) detect and focus on general environmental stimuli, and (b) select important environmental stimuli. Once an important stimulus is selected, its relevant or important characteristics must be identified while irrelevant competing stimuli are ignored. To “pay attention,” the individual