Abstract
Aim: The present study aimed to investigate problems relating to education, past situations and treatments in high school students with attention-deficit/ hyperactivity disorder (ADHD) and to discuss appropriate considerations. Methods: Participants were 6 students who were diagnosed with ADHD according to Diagnostic and Statistical Manual of Mental Disorders IV, Text Revision (DSM-IV-TR) criteria. Results: In total, 6 cases of high-school students with ADHD showed dominantly inattention features. They had notably not been diagnosed with ADHD or received appropriate special support education until they were of high-school age, although they had clearly shown characteristic features of the disorder from childhood. As a result, they had decreased motivation to study and showed indolence, and suffered from low self-esteem. Conclusion: This case report suggests that early diagnosis of ADHD and early intervention with special support education are of great importance. To support these students, better educational and medical support systems are warranted.
Highlights
Attention-deficit /hyperactivity disorder (ADHD) is widely recognized as a childhood disorder, for the majority of children, symptoms persist through adolescence and into adulthood
Aim: The present study aimed to investigate problems relating to education, past situations and treatments in high school students with attention-deficit/ hyperactivity disorder (ADHD) and to discuss appropriate considerations
In total, 6 cases of high-school students with ADHD showed dominantly inattention features. They had notably not been diagnosed with ADHD or received appropriate special support education until they were of high-school age, they had clearly shown characteristic features of the disorder from childhood
Summary
Attention-deficit /hyperactivity disorder (ADHD) is widely recognized as a childhood disorder, for the majority of children, symptoms persist through adolescence and into adulthood. ADHD has significant negative effects on educational functioning and academic performance of children. High school students with ADHD frequently experience academic difficulties and have lower. Wake 72 self-esteem than students without ADHD. They have had learning difficulties or behavioral problems in childhood, many of students with ADHD may have been previously undiagnosed. For early recognition of the disorder and prevention of long-term negative outcomes, it is important to identify the factors in childhood that lead to the persistence of ADHD and associated impairment. It is required that high-school students be provided with the academic supports and services that they require. Special support education is important to foster positive long-term outcomes and prevent the decrease in their self-esteem. The following is a report of 6 high-school students with ADHD who were not appropriately diagnosed and treated
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