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Advantages of Medicating Children with Adhd

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The Advantages of Medicating Children with ADHD

The Advantages of Medicating Children with ADHD
The educational effect of medicating a child who has been correctly identified with attention-deficient hyperactive disorder (ADHD) far supersedes the adverse affects of the drugs being prescribed. In understanding that each child is different in their way and usually exerts an abundance of energy compared to adults is not a qualifying factor in being ADHD. Children who have not yet began school in a controlled and structured environment cannot be assessed by physicians with accuracy. Teachers play their most crucial role before any diagnosis is actually made by the family physician, psychiatrist, or pediatrician. According to Weber et al. (1992), children who are suspected of having ADHD are initially identified because of their behavioral and academic performance in the classroom. Studies conducted in schools repeatedly report the same sequence of events for many children referred for suspected ADHD. Teachers become aware of the students' difficulty in meeting the behavioral, attention, and academic norms for the class and suggest the possibility of ADHD to parents.
Students who are constantly being placed in time-out, reprimanded, and conference cannot learn when all of the teacher’s attention is placed on behavior instead of academics. As a result of proper medical evaluation and teacher questionnaires, a student who is diagnosed with ADHD could build a successful foundation for learning in the early stages in life. In a school-wide questionnaire, eighty-eight percent agreed or strongly agreed that they could identify students who had not taken their medication, and eighty-three percent agreed or strongly agreed that their classroom is more manageable when students with ADHD are medicated (Weber, et al., 1992). Sixty-four percent of the respondents

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