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

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ADHD Informative Speech

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

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

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

Text Follows:

***** off the walls!

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

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

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

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

***** work, you say? What seven-year-old goes to work? Well, ADHD isn't ***** someth*****g people outgrow. Several recent studies indicate between 30 percent and 70 ***** of children *****


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