Essay - ADHD Informative Speech Informative Speech on Attention Deficit Hyperactivity Disorder...


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ADHD Informative Speech

Informative Speech on Attenti***** Deficit Hyperactivity Disorder (ADHD)

***** of the Speech: To inform the audience about what ADHD is (and is not), its symptoms, ***** different forms of *****, how it is diagnosed, ***** the treatment ***** ADHD.

Thesis: ***** is a serious condition, but it doesn't mean that it has to ruin person's life.

Text Follows:

***** off the walls!

Anyone with a child has said this phrase, as the child runs around, refusing ***** pay attention or listen. And everyone ***** had a day or two when they just can't focus. But for someone with Attention ***** Hyperactivity *****, otherwise known ***** ADHD, every day is like that. It's like the difference between having the blues and major depression. Everyone feels sad, but not *****one is incapacitated by depression. ***** has a d*****y or two when ***** just ***** get it to*****her. But ***** doesn't ***** they have ADHD.

So what is ADHD? Acc*****ding to the National Institute of Mental Health, ***** ***** of ADHD are chronic in*****, hyperactivity, and impulsivity. While all ********** s***** these traits to some degree, at different times, when a child suffers from ADHD, hyperactivity, distractibility, poor concentration, or impulsivity beg***** to affect the *****'s perf*****mance in school, social relationships with other children, and behavior at home ("***** Deficit ***** Disorder." NIMH, 2006).

Children who ***** inattentive have a hard time keeping their minds on any *****e task and may get bored after only a few minutes. Hyperactive ***** are easy to spot in a cl*****ssroom. They are always running *****, talking, and squirming in their seat. Sitting still is nearly impossible. Impulsive children have trouble thinking before they act ***** appreciating the consequences ***** their actions, making it hard for them to wa***** ***** things they want or ***** take their turn in games.

ADHD affects approximately 3 percent to 5 percent of all children. Acc*****ding to the most recent version of ***** Diagnostic and Statistical Manual of ***** ********** (DSM-IV-TR), there are three patterns of behavior that indicate ADHD. There is the predominantly hyperactive-impulsive type, the child ***** is bouncing *****f the walls and can't sit still, but ***** not really *****, the ***** inattentive *****, or ***** dreamy ***** who might not be hyperactive, but says "huh" almost every time a teacher tries to give him or her directions, and the combined type ***** displays both inattentive ***** ***** and impulsive symptoms. The diagnostic guidelines also contain specific requirements for determining when a child's symptoms indicate *****. The ***** behaviors must appear early in life, be*****e age seven, and cont*****ue for at least six months. ***** behaviors must create a real handicap in at least two areas of the sufferer's life such as in school ***** home, or *****ly—or at work ("Attention Deficit Hyperactivity Disorder." NIMH, 2006).

At work, you say? What seven-year-old goes to work? Well, ADHD isn't always something people outgrow. Several ***** studies indicate between 30 ***** and 70 percent ***** children with

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