Teaching Styles or Attention Deficit/ Hyperactive Disorders Learners

Jouana  Lastimosa,; Precila  Amores,; Chenee  Cadiz,; Melchie  Jaca,; Thelma Jade  Ñunez,

Teaching Styles or Attention Deficit/ Hyperactive Disorders Learners

Jouana Lastimosa | Precila Amores | Chenee Cadiz | Melchie Jaca | Thelma Jade Ñunez

Discipline: Education

Abstract:

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that often emerges in childhood and manifests through persistent patterns of inattention, hyperactivity, and impulsivity that are inappropriate for the child’s developmental level. The disorder can significantly disrupt academic performance, social interactions, and family dynamics, with symptoms often continuing into adulthood. ADHD affects approximately 3% to 7% of school-age children globally, with a higher prevalence in boys, and is frequently observed across all cultural, racial, and socioeconomic groups. The etiology of ADHD is multifaceted, involving genetic, neurobiological, and environmental factors. Potential causes include neuromaturational delays, neurotransmitter imbalances, and structural or functional abnormalities in brain regions, particularly the frontal lobes. Additionally, prenatal factors such as tobacco or alcohol exposure and environmental toxins are associated with increased ADHD risk. Symptoms of inattention include difficulties sustaining focus, disorganization, and forgetfulness, while hyperactivity is characterized by excessive movement and restlessness. Impulsivity in children with ADHD can lead to hasty actions without consideration of consequences. Early diagnosis and intervention are crucial for managing ADHD, as untreated symptoms can impair educational and social development. Understanding the diverse presentations and underlying causes of ADHD is essential for effective treatment and support strategies, highlighting the need for continued research and awareness.

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