The cause of ADHD is also still unclear. Some suggested factors contributing include environmental agents such as alcohol, tobacco and toxic chemicals such as lead, food additives and sugar and genetics. Since it is difficult to establish cause treatment must be considered carefully. Treatment so far has included medication, behavioral therapy, counseling or combinations of these. The funded one of the largest studies, The Multimodal Treatment Study of Children in order to gather information on the best treatments for children with ADHD. Five hundred and seventy-nine elementary school boys and girls with ADHD were randomly assigned to one of four treatment programs: (1) medication management alone; (2) behavioral treatment alone; (3) a combination of both; or (4) routine community care.
The long-term combination treatments and medication-management alone gave better results than behavioral treatment alone or routine community care. In order for children with ADHD to do well in schools, there must be a collaboration between home and school. Teachers must understand the difficulties that the child is having an especially understand how learning difficulties can go hand in hand with the ADHD.
General coping strategies for teachers involve simplifying tasks, varying pace and type of activity and reducing the amount of stimulation the child is exposed to, for example not seating the child by the window. But there are many specific strategies that teachers can use to cope with the child with ADHD in the class. Sherman et al (2006) present several of these. Teachers can make use of the extra energy by giving the child tasks that involve moving around, for example taking information to the principal’ s office, helping to clean up and re-arrange the classroom at the end of the day, and helping to put things away.
Students can also be called upon frequently in order to keep their attention in the class.
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