Grant Proposal

Running Head: EFFECTS OF ADHD ON SCHOOL PERFORMANCE

EFFECTS OF ADHD ON SCHOOL PERFORMANCE 6

Effects of Attention-Deficit/Hyperactivity Disorder (ADHD) Among Adolescents Cognitive Performance

Name

Course

Instructor

Date of submission

The specific aims

The ability of learners/ pupils to maintain attention to task and filter out their environmental distractions is critical to their success. Many parents and teachers have had kids and adolescents who have difficulties in controlling their bodies, maintain attention or regulate emotions. Such students suffer from a neuropsychological disorder called Attention Deficit/Hyperactivity Disorder (ADHD). ADHD is defined by the National Institute of Mental Health (NIMH) as a disorder that makes it difficult for an individual to pay attention or control impulsive behavior. Such a person may be restless and almost constantly active (NIMH). Students living ADHD experience a kind of built-in behavioral frustration much of the time and often their thoughts are racing faster than their bodies can keep up (Flewelling, 2016).

Studies have shown that students with ADHD are of average to above average intelligence. However, these students do not face identical challenges nor do they exhibit similar ability and strategies to overcome their challenges. According to (Croft, 2016), ADHD is a neuropsychological disorder whose symptoms are poor school performance which is mainly contributed by the inattention and impulsivity. These two factors make the complying with the parental request and succeeding in school more difficult for such children.

The specific aim of the study is to investigate the effect of Attention-Deficit/Hyperactivity Disorder (ADHD) among adolescents cognitive performance. The cognitive executive performance will be measured by the ability of the students to complete a certain task within the stipulated time. Also, cognitive performance can be assessed by an instrument under “Executive functions” such as planning, memory, working, inhibition, mental flexibility, initiation and monitoring action (Chan et al., 2008). The study adopts Neurophysiology basis of developmental disorders using behavioral, psychophysical, the electrophysiological and fMRI approaches.

Background

Literature

ADHD presents significant challenges to both the adults and school going adolescents. ADHD is well studied in children, but less has been known among the adolescents who are in high schools and early years of their colleges. Studies have shown that students with ADHD are of average to above average intelligence (Flewelling,2016). However, these students do not face identical challenges nor do they exhibit similar ability and strategies to overcome their challenges. According to Zylowska (2017), ADHD is a behavioral disorder that is associated with cognitive impairments and brain distortion on its structural and functional executions. Research indicates that ADHD is influenced by multiple genetic and environmental factors. The adverse effect is cognitive deficits in the execution of functions including attention, working memory, difficulties in arousal, motivation and emotional regulation. Further, numerous researchers have found individuals living with ADHD and especially young people having self-regulation impairment (Nigg &Casey, 2005).

ADHD is defined by the National Institute of Mental Health (NIMH) as a disorder that makes it difficult for an individual to pay attention or control impulsive behavior. Such a person may be restless and almost constantly active (NIMH). Students living ADHD experience a kind of built-in behavioral frustration much of the time and often their thoughts are racing faster than their bodies can keep up (Flewelling, 2016). According to (Croft, 2016), ADHD is a neuropsychological disorder whose symptoms are poor school performance which is mainly contributed by the inattention and impulsivity. By definition Attention, deficit hyperactivity disorder is a brain disorder that is characterized by consistent patterns of inattentions, and hyperactivity and impulsivity that interferes with normal functioning or development (McQuade et al., 2010). These two factors make the complying with the parental request and succeeding in school more difficult for such children.

Significance

Many times, children and adolescents with IQ scores in and above the normal ranges are taken by their parents for treatment and evaluations. In clinical practice, such individuals exhibit symptoms of ADHD. When such cases are expressed in clinics and therapy centers, the parents look upon the practitioners to offer assistance. A study of ADHD in children and adolescents is relevant to nursing in that the victims requires special attention, patience, medical assistance and education support by educators (Robinson et al. 2017). Researchers have also shown that children and adolescents sought out more health, support, and educational services than healthy children.

The parents tend to be more stressed, spending a lot of needled time, wanting relief from distress and burden (Weyandt et al. 2017). Therefore, such families require family-based interventions and in-home family nurse case-management support to both the parents and the children. Teachers, clinicians, and others repeatedly tell parents that their son/daughter has was very bright but perfuming dismally in school because of chronic problems characterized by loss of focus, insufficient self-organization, inconsistent effort and rapid forgetfulness.

This purpose of the project is to critically examine the current situation of the individuals living with the ADHD among the adolescent students and the effect of the condition on their school performance.

Following this, the study seeks to generate the research questions:

1. Which medical factors contribute to Attention Deficit Hyperactivity Disorder (ADHD)? What would be the role of a nurse in prevention and management?

2. What is the everyday’s life in families with a child with ADHD? What are public health nurses’ conceptions of their role?

3. How can parents, teachers, nurses and clinicians collaboratively help the children with ADHD?

4. What is the role of a nurse in helping children with ADHD?

5. Which are some of the nursing care plans Attention Hyperactivity Disorder (ADHD)?

The proposed study

Participants

The study targets adolescents’ students with a diagnosis of ADHD by criteria American Psychiatric Association [APA], International Classification of Diseases (ICD), Diagnostic Statistical Manual of Mental Disorders (DSM) and World Health Organisation [WHO] between 12 years and 17 years in normal schools. In addition, the study will also include individuals who have shown clinically significant symptoms subject to referral to treatment or high scores on screening measures. These individuals, a child or younger adolescent, who meet the DSM diagnostic criteria for diagnosis of ADHD, needs to meet 6 out of 9 possible inattentive symptoms such as failing to give close attention to details or being easily distracted and/or 6 out of 9 possible hyperactivity/impulsivity symptoms (such as being "on the go" or difficulty waiting their turn) (AHRQ, 2016).

The ethics or social science research shall be at all cost be upheld. The confidentially of the participant will be guaranteed and the individuals will only be allowed to participate only with consent of themselves or that of their parents/guardians and other significant authorities. The participants will be kept away from any risk or harm. The respondents may choose to stop participating in the study at their pleasure.

Hypotheses & Analysis

The study is expected to uphold professional ethics and objectivity when trying to dig out the effects of the ADHD to the school performance of the students diagnosed with this neuropsychological disorder. Cognitive and psychomotor performance are the key features of Growth and Development human beings. The school performance mainly depends on the cognitive functions of the brain. Children living with ADHD have their cognitive ability and functions of the brain which are perception, attention , memory, motor skills, language, visual and spatial processing and executive functions.

The study hypothesizes that the participants show predominant variant traits in various cognitive functions. These disorders are expected to significantly affect their school performance. Following so, the study will recommend appropriate interventions, for the patients, teachers and parents. The follow up will be conducted with an aim of determining whether the recommendations made help the participants to improve their school performance.

Budget Justification

Travel Cost

The researcher

The researcher will travel to the various schools to collect data of Adolescents living with ADHD and class performance. The estimated cost per trip is $1,000 with the amount dependent of distances. The researcher plan to attend 10 schools, two in each state targeted. The trips will include round-trip airfare ($400), five nights at a hotel ($300), meals ($80), and a rental car ($150). Total cost for the travels is $5,000

Co-Investigator

The co-researcher Mr. Jones will play a vital role in the study and responsible for the collection and analyses of the fecal materials. He will also assist in manuscript preparation, production of data collection tools, interview recordings and productions. His travel cost estimates is budget at $5,000 since he accompanies the researcher throughout the research period.

Research Tools and Equipment

Tools

Funds are requested to purchase a research camera estimated at $100 and data storage drive at $50. The study also intends to have a program, to run data converting it into separate data files for each physiological measure, the program is estimated to cost $ 100. The cost of production of videos and photography is estimated at $75. The questionnaire and examination sheet production estimated at $100.

Mobile examination clinic

The researcher will need set a temporary clinic for interview and examination of the subjects. Here the researcher will conduct observation, engage the learners with various activities, with tools of mind to observe their self-regulation and attention. The estimated cost of set up a temporary-tent observation clinic, fitted with the equipments and tools is $2,000.

Printing

The estimated printing cost at $ 800 for journal page charges and $ 700 for the production of 30 copies of the final report as required by the sponsor and reviewers.

References

AHRQ(2016). Attention Deficit Hyperactivity Disorder (ADHD). Agency for Health Care Research and Quality. U.S. Department of Health and Human Service: Effective Health Care Program Retrieved September 13, 2017, from https://effectivehealthcare.ahrq.gov/topics/adhd-update/research-protocol/

Flewelling, J. (2016, April 5). How Does ADHD in children Impact Academic perfomance?

Executive Function Strategies .

Legardy, S. N., Mota, E., Laubacher, J., Connolly, M., Houskamp, B. M., & Wolff, M. (2014). Executive Functioning Deficits in Children With ADHD and Behavioral Disorders. PsycEXTRA Dataset. doi:10.1037/e639062010-001

Mcquade, J. D., Tomb, M., Hoza, B., Waschbusch, D. A., Hurt, E. A., & Vaughn, A. J. (2010). Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD. Journal of Abnormal Child Psychology, 39(2), 307-319. doi:10.1007/s10802-010-9453-7

Pelham, W. E., Carlson, C., Sams, S. E., Vallano, G., Dixon, M. J., & Hoza, B. (1993). Separate

and combined effects of methylphenidate and behavior modification on boys with attention deficit-hyperactivity disorder in the classroom. Journal of Consulting and Clinical Psychology, 61(3), 506-515. http://dx.doi.org/10.1037/0022-006X.61.3.506

Robinson, A., Simpson, C., & Hott, a. B. (2017). The Effects of Child-Centered Play Therapy on

the Behavioral Performance of Three First Grade Students With ADHD. International Journal of Play Therapy.1555-6824/17

Soncin, S., Brien, D. C., Coe, B. C., Marin, A., & Munoz, D. P. (2016). Contrasting emotion

processing and executive functioning in attention-deficit/hyperactivity disorder and bipolar disorder. Behavioral Neuroscience, 130(5), 531–543. http://dx.doi.org/10.1037/bne0000158

Weyandt, L. L., Oster, D. R., Gudmundsdottir, B. G., DuPaul, G. J., & Anastopoulos, A. D. (2017).

Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., . . . Smalley, S. L. (2017). Mindfulness Meditation Training in Adults and Adolescents With ADHD. Journal of Attention Disorders, 11(6), 737-746. doi:10.1177/1087054707308

Appendix A: Project Information

PROJECT INFORMATION
Institution
Short Title	Effects of Attention-Deficit/Hyperactivity Disorder (ADHD) Among Adolescents Cognitive Performance
Start
End Year
Budget Year Start
Required Funding year
Description	Research on the effect of Attention-Deficit/Hyperactivity Disorder (ADHD) among adolescents cognitive school performance

Appendix B: Project Budget

Budget
Item	Quantity	Cost ($)	Total ($)
Personnel travel	10 trips	1000	5000
Research assistants: Co-Investigator	10 trips	1000	5000
Research Tools and Equipments
Camera	1	100	100
Storage drive	1	50	50
Data analysis program	1	100	100
Video and photography	3 videos and photographs	-	75
Question and examination sheets	100	-	1000
Mobile examination clinic	1 complete with tools	-	2000
Printing	30 copies	-	1500
Total	$14,825