Chapter 1

INTRODUCTION
In a classroom of 30 students, there is an average chance of having 1-3 children to have
Attention Deficient Hyperactivity Disorder (ADHD), (Barkley, 1998 Scientific American
Article). Upon this possibility, the researcher planned and initiated a case study on a suspected
pupil having ADHD, Jordan Moses Domingo. Initial signs/indications gave the researcher the
suspicion on the subject. The subject exhibits chronic inattentiveness at times especially during
class discussion and guided play. At times, the subject manifests hyperactivity and impulsiveness
on several classroom activities.
This study details the procedures taken to analyze and authenticate the behavioral
problem of the subject and recommend ways/possible actions to be taken.
Statement of the Problem
The study aimed to investigate and be knowledgeable about this disorder. Specifically, it
sought to answer the following questions:
1.
2.
3.
4.

What is Attention Deficit Hyperactive Disorder or simply known as ADHD?

What are the characteristics of this disorder?
How to determine a child with ADHD? and
What are the probable actions to take in dealing with children with ADHD?

Significance of the study

This study shall serve as an eye-opener for people, parents and, especially, teachers on
the condition of children with ADHD. This will serve as a tool and guide for teachers in deciding
and planning for differentiated instruction. This provides a much richer and more effective
approach to learners.
This study could provide insights to learners needs and strengths. This could benefit the
subject and other learners individually in attaining their learning goals. Students will feel
validated in the classroom if they are encouraged to acclimate gradually through daily

affirmation of their learning style and communication patterns. Moreover, this study will help
researcher prepare and apply the precepts and methodology entailed in this study.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The Definition of Attention Deficit Hyperactivity Disorder
According to MedlinePlus (U.S. National Library of Medicine), Attention deficit
hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not
being able control behavior, or a combination of these. For these problems to be diagnosed as
ADHD, they must be out of the normal range for a person's age and development.
As written by Lewis Mehl-Madrona, M.D., Ph.D., Attention-Deficit/Hyperactivity
Disorder - ADHD - is usually first diagnosed in children and adolescents. It is characterized by
inappropriate degrees of inattention, impulsivity and/or hyperactivity. Children with ADHD Attention-Deficit/Hyperactivity Disorder - are typically:

impulsive
forgetful
restless to the point of disruption
prone to fail
unable to follow through on tasks
unpredictable
moody
These characteristics appear in early childhood, are relatively chronic in nature, and are

not due to other physical, mental or emotional causes. From time to time, all children will be
inattentive, impulsive and/or exhibit high activity levels. However, for children with ADHD, the
persistence, pattern, and frequency of this behavior is much greater. These behaviors are the rule,
not the exception. Performance variability is also common among children with ADHD. For
instance, it is difficult for teachers to understand why a child can remember homework
assignments on Monday and Tuesday but forget them on Wednesday.

Causes of Attention Deficit Hyperactivity Disorder

The exact causes of ADHD are not known.

ADHD has a strong genetic basis in the majority of cases, as a child with ADHD is four
times as likely to have had a relative who was also diagnosed with attention deficit disorder. At
the moment, researcher are investigating many different genes, particularly ones involved with
the brain chemical dopamine. People with ADHD seem to have lower levels of dopamine in the
brain.
Children with ADHD who carry a particular version of a certain gene have thinner brain
tissue in the areas of the brain associated with attention. Research into this gene has showed that
the differences are not permanent, however. As children with this gene grow up, their brains
developed to a normal level of thickness and most ADHD symptoms subsided Ben Martin, Psy.
D
Statistical Basis of ADHD
According to the research of Dr. Russell Barkley, 1998 Science American Article, three to
six more boys are diagnosed to have ADHD than girls. The rate of emotional development for
children with ADHD is 30% slower than their non-ADD peers. For example, a 10-year-old with
ADHD operates at the maturity level of about a 7-year-old; a 16-year-old beginning driver is
using the decision making skills of an 11-year-old. 65% of children with ADHD have problems
with defiance, non-compliance and other problems with authority figures, including verbal
hostility and temper tantrums. 25% of students with ADHD have other serious learning problems
in one or more of these areas: oral expression, listening skills, reading comprehension, and math.
Half of all ADHD students have listening comprehension problems. About one-third of these
students have one or more of the following:
1. Languange deficits (poor listening comprehension, poor verbal expression, poor
reading comprehension)
2. Poor organizational skills
3. Poor memory
4. Poor fine motor skills

40% of children who have ADHD have at least one parent who has ADHD. 50% of children
who have ADHD also have sleep problems. Parents of a child who has ADHD are three times as
likely to separate or divorce as parents of non-ADD children. Teenagers with ADHD have almost
four times as many traffic citations as their non-ADD peers. Teens with ADHD have four times
as many car wrecks and are seven times more likely to have a second accident. 21% of teens
with ADHD skip school repeatedly. 35% eventually drop out of school. 45% have been
suspended. 30% have failed or had to repeat a year of school.

CHAPTER 3
CHAPTER III
METHODOLOGY
This section of the paper presents the research design, locale of the study, data gathering
instruments and data gathering procedures.
Research Design
This study utilized the descriptive research survey design which identified Jordans
characteristics and behavior.
Locale of the Study
This research was conducted at Mariano Marcos State University IULS, Laoag City
during the second semester of School Year 2014-2015.
Data Gathering Instruments
The instruments that were utilized in this study are checklist, rating scale and background
information sheet in a form of questionnaire. The researchers instruments were based on the
book Identifying Children with Different Exceptionalities Checklist and Diagnostic and
Statistical Manual of Mental Disorders, Fourth Edition, Text Revised (DSM-IV-TR).
Data Gathering Procedure
First of all, the researcher observed the subject, Jordan. The researcher listed down
important details during the observation (e.g. time, setting, behavior). Through continuous
thorough observation, the researcher became aware of Jordans behavior. Then started to look for

clues and reasons why the subject has different actions compared to his friends who are at his
same age. The researcher made a questionnaire that asks about the childs profile and let it
answered by any guardian of the child.
After getting some information, the researcher had come up to the notion that, Jordan,
has behavioral problems. It is possible that this child has ADHD. The researcher made a checklist
and rating scales for ADHD based on the book Identifying Children with Different
Exceptionalities Checklist and Diagnostic and Statistical Manual of Mental Disorders, Fourth
Edition, Text Revised (DSM-IV-TR).