Psychology Question: In this course, you have learned about a range of exceptionalities in children


In this course, you have learned about a range of exceptionalities in children. For this assignment, you will have the opportunity to gain a more in-depth understanding of a particular exceptionality. The local public school has asked you to give a presentation to parents or teachers about a specific exceptionality of your choice. The presentation should cover at least two peer-reviewed articles. Select an exceptionality for this assignment and provide the following information in your presentation: Describe the exceptionality, including its identification and assessment. Explain the incidence of exceptionality in children, including known causes or those hypothesized in peer-reviewed research. Describe the cultural considerations in identification, assessment, and intervention. Hypothesize the prognosis. Recommend interventions for the following areas: At school In the community At home From early childhood through transition into adulthood While developing the presentation, keep in mind individual differences and strengths, culturally and linguistically diverse populations, and ethical or legal issues in identification, assessment, and intervention. Be sure to include detailed speaker notes to accompany each slide to elaborate on the talking points being raised in the slide. Use the accompanying PowerPoint presentation tip list to assist in formatting the presentation and speaker’s notes. Be sure to include a title slide and a slide with your references. All citations and the reference list should follow APA format. Click here to review some useful tips for an effective slideshow. Develop a 15–20-slide presentation in PowerPoint (not counting the title and reference list slides). Provide detailed speaker notes for each slide of your presentation, which include the main talking points for the topic addressed in the slide. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A1.ppt. By Sunday, August 14, 2016 , deliver your assignment to the M5: Assignment 1 Dropbox . Assignment 1 Grading Criteria Maximum Points Describe the exceptionality, including its identification and assessment (in both the slide/s and speaker notes). 36 Explain the incidence of exceptionality in children, including known causes or those hypothesized in peer-reviewed research (in both the slide/s and speaker notes). 40 Describe the cultural or linguistically diverse considerations as they relate to identification, assessment, and intervention/support of children with the exceptionality (in both the slide/s and speaker notes). 40 Hypothesize the prognosis of children with the exceptionality according to research (in both the slide/s and speaker notes). 44 Recommend interventions (in both the slide/s and speaker notes), focusing on individual strengths, for: schools, communities, at home, and in early childhood through transition to adulthood. 48 Incorporate the findings of at least two peer-reviewed articles. 28 Presentation Standards Organization (16) Usage and mechanics (16) APA elements (24) Style (8) 64 Total: 300

Attention Deficit Hyperactivity Disorder: An Overview for Parents and Teachers
Slide 1:
What is ADHD?
Speaker Notes: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity that interferes with functioning or development (American Psychiatric Association, 2013). The core symptoms of ADHD include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (e.g., an inability to sit still). Some key facts about ADHD include that it is one of the most common childhood disorders, affecting about 6.1 million children in the United States aged 2-17 years old (Danielson et al., 2018).
Slide 2:
Identification and Assessment of ADHD
Speaker Notes: There is no single test to diagnose ADHD, but healthcare providers use a comprehensive evaluation involving parent/teacher reports, behavioral checklists, interviews, and ruling out other possible causes. Diagnosis is based on the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5) criteria of at least 6 symptoms of inattention and/or hyperactivity-impulsivity for children (American Psychiatric Association, 2013). Assessments evaluate symptoms across home and school settings.
Slide 3:
Causes and Risk Factors of ADHD
Speaker Notes: The exact causes of ADHD are unknown, but research suggests both genetic and environmental factors play a role. Children with ADHD often have close family members with ADHD or related conditions. Premature birth, low birth weight, tobacco/alcohol use during pregnancy, and brain injuries may increase risk (American Psychiatric Association, 2013; Froehlich et al., 2007).
Slide 4:
Prevalence of ADHD
Speaker Notes: ADHD affects about 6.1 million children aged 2-17 years old in the United States (Danielson et al., 2018). Boys are twice as likely as girls to have ADHD. It is estimated that 30-50% of children with ADHD will continue to have symptoms that cause impairment into adulthood (American Psychiatric Association, 2013).
Slide 5:
Cultural Considerations in ADHD
Speaker Notes: Cultural factors may impact perceptions and identification of ADHD. Symptoms of inattention may be viewed differently across cultures. Families from non-Western cultures are less likely to seek evaluation due to stigma. Lack of culturally-sensitive assessment tools and bias may under-identify ADHD in minority children (Mayes et al., 2009; Morgan et al., 2014). Providers must consider cultural values and norms.
Slide 6:
Prognosis of ADHD
Speaker Notes: With treatment and accommodations, children with ADHD can learn strategies to manage their symptoms. However, 30-50% will continue to experience impairing symptoms into adulthood without treatment (American Psychiatric Association, 2013). Early intervention and comprehensive treatment plans result in better long-term outcomes including higher rates of high school graduation and less severe occupational and social impairments (Barbaresi et al., 2013; Mannuzza & Klein, 2000).
Slide 7:
Interventions at School
Speaker Notes: Classroom accommodations include preferential seating, frequent breaks, assignment modifications, behavior management plans, and organized work areas. School-based mental health services, social skills training, and parent training are also effective (DuPaul & White, 2006; Fabiano et al., 2009). Medication may help manage core symptoms but is generally not sufficient alone without accommodations and behavior therapy (Pelham & Fabiano, 2008).
Slide 8:
Interventions in the Community
Speaker Notes: Summer treatment programs, social skills groups, mentoring programs, and camps can help children practice skills in real-world settings. Community mental health providers offer cognitive behavioral therapy, parent training, and case management. Connecting families to local ADHD support groups and advocacy organizations provides education and peer support (Evans et al., 2014; Fabiano et al., 2009).
Slide 9:
Interventions at Home
Speaker Notes: Parent training focuses on positive reinforcement, effective discipline, routines/structure, and modeling coping strategies. Behavior charts with rewards can motivate children to practice skills. Parents also learn how to effectively communicate with teachers and doctors. Spending quality one-on-one time together daily and limiting screen time are recommended (Evans et al., 2014; Pelham & Fabiano, 2008).
Slide 10:

Early Childhood Interventions
Speaker Notes: Early childhood is a critical time for identification and treatment to prevent school problems. Preschools can implement classroom modifications. Parent-child interaction therapy teaches parents strategies for managing challenging behaviors through play. Early behavioral interventions set children on track for academic and social success (Evans et al., 2014; Sonuga-Barke et al., 2013).
Slide 11:

School-Age Interventions

Speaker Notes: School accommodations, social skills training, and organization strategies help children succeed academically. After-school programs provide structure and supervision. Summer treatment programs prevent skills loss over breaks. Teachers receive consultation to improve classroom management. Medications may be used to manage core symptoms (DuPaul & White, 2006; Pelham & Fabiano, 2008).
Slide 12:
Adolescent & Transition-Age Interventions
Speaker Notes: Teens benefit from cognitive behavioral therapy addressing self-management, emotional regulation, and independent living skills. Vocational training and mentorship aid career/college preparation. Medication combined with therapy and supports improves outcomes. Multi-systemic therapy addresses family, school/work, and peer relationships. Individualized transition planning eases transitions to adulthood (Evans et al., 2014; Mannuzza & Klein, 2000; Shaw et al., 2012).
Slide 13:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2007). Long-term school outcomes for children with attention-deficit/hyperactivity disorder: A population-based perspective. Journal of Developmental & Behavioral Pediatrics, 28(4), 265–273.
Danielson, M. L., Bitsko, R. H., Ghandour, R. M., Holbrook, J. R., Kogan, M. D., & Blumberg, S. J. (2018). Prevalence of parent-reported ADHD diagnosis and associated treatment among U.S. children and adolescents, 2016. Journal of Clinical Child and Adolescent Psychology, 47(2), 199–212. homework writing assignment help.
DuPaul, G. J., & White, G. P. (2006). ADHD: Behavioral, educational, and medication interventions. Pro-Ed.
Slide 14:
References Continued
Evans, S. W., Owens, J. S., & Bunford, N. (2014). Evidence-based psychosocial treatments for children and adolescents

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