什么是ADD和ADHD
adhd是什么意思
adhd是什么意思ADHD是注意力缺陷多动障碍（Attention Deficit Hyperactivity Disorder）的缩写，也被称为多动症或注意力不足多动障碍。
ADHD是一种与儿童和成人的神经发育和行为有关的常见精神障碍。
主要特征包括注意力不集中、多动和冲动，这些特征会对个人的日常生活、学业和工作产生明显的负面影响。
ADHD通常在儿童时期开始，并经常持续到成年。
尽管ADHD对不同人有不同的影响程度，但它会给个体的生活带来许多挑战和困难。
ADHD患者可能难以集中注意力，容易分散注意力，自制力和冲动控制能力较差，行为上表现为多动、不能安静地坐着或不能保持适当的姿势。
此外，ADHD还会引发其他相关问题，如情绪障碍、学习困难、社交问题和自尊心下降。
ADHD的确切原因尚不清楚，但研究表明遗传、神经生物学和环境因素可能与其发生有关。
遗传因素在ADHD的起源中起到重要作用，研究发现有ADHD亲属的儿童更容易患上ADHD。
神经生物学研究发现，ADHD患者的大脑结构和功能存在差异，特别是与注意力控制和冲动控制相关的神经通路。
环境因素如围产期遭遇烟草、酒精或药物暴露，早期的神经发育受损，家庭和学习环境的压力等也可能增加发生ADHD的风险。
ADHD的诊断通常基于专业医生的评估和多个来源的信息，如父母、老师和其他关键人士提供的报告。
诊断通常涉及对症状和功能损害的评估，排除其他导致注意力不集中或多动行为的可能原因。
治疗ADHD的方法包括药物治疗和行为疗法。
常用的药物包括促进注意力和抑制多动症状的刺激性药物和非刺激性药物。
行为疗法包括认知行为疗法、亲子教育、学习技巧训练和社交技能训练等，旨在帮助患者学会管理和改善自己的行为和功能。
ADHD的管理应是综合性的、个体化的方法，结合药物治疗和行为疗法。
相关支持和教育对于患者和他们的家人来说也至关重要。
在学校和工作场所中，合理的适应性安排和个性化的学习和工作计划，如提供额外的学习辅助工具和时间管理技巧等，可以帮助ADHD患者更好地应对挑战。
剑桥雅思阅读9原文翻译及答案（test2）
剑桥雅思阅读9原文翻译及答案(test2)为了帮助大家备考雅思口语，店铺为大家整理收集了剑桥雅思阅读9真题：test2阅读原文翻译及答案解析，希望对各位考生的备考有所帮助,祝每位烤鸭考试顺利，都能取得好成绩!剑桥雅思阅读9原文(test2)READING PASSAGE 1You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A. Hearing impairment or other auditory function deficit in young children can have a major impact on their development of speech and communication, resulting in a detrimental effect on their ability to learn at school. This is likely to have major consequences for the individual and the population as a whole. The New Zealand Ministry of Health has found from research carried out over two decades that 6-10% of children in that country are affected by hearing loss.B. A preliminary study in New Zealand has shown that classroom noise presents a major concern for teachers and pupils. Modern teaching practices, the organization of desks in the classroom, poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units all contribute to the number of children unable to comprehend the teacher’s voice. Education researchers Nelson and Soli have also suggested that recent trends in learning often involve collaborative interaction of multiple minds and tools as much as individual possession of information. This all amounts to heightened activity and noise levels, which have the potential to be particularly serious for children experiencing auditory function deficit. Noise in classrooms can only exacerbate their difficulty in comprehendingand processing verbal communication with other children and instructions from the teacher.C. Children with auditory function deficit are potentially failing to learn to their maximum potential because of noise levels generated in classrooms. The effects of noise on the ability of children to learn effectively in typical classroom environments are now the subject of increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health Organization, has established an international working party, which includes New Zealand, to evaluate noise and reverberation control for school rooms.D. While the detrimental effects of noise in classroom situations are not limited to children experiencing disability, those with a disability that affects their processing of speech and verbal communication could be extremely vulnerable. The auditory function deficits in question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).E. Autism is considered a neurological and genetic life-long disorder that causes discrepancies in the way information is processed. This disorder is characterized by interlinking problems with social imagination, social communication and social interaction. According to Janzen, this affects the ability to understand and relate in typical ways to people, understand events and objects in the environment, and understand or respond to sensory stimuli. Autism does not allow learning or thinking in the same ways as in children who are developing normally. Autistic spectrum disorders often result in major difficulties in comprehending verbal information and speech processing. Those experiencing these disorders often findsounds such as crowd noise and the noise generated by machinery painful and distressing. This is difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic individual to another. But a child who finds any type of noise in their classroom or learning space intrusive is likely to be adversely affected in their ability to process information.F. The attention deficit disorders are indicative of neurological and genetic disorders and are characterized by difficulties with sustaining attention, effort and persistence, organization skills and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant information, and focus on everything in the environment rather than attending to a single activity. Background noise in the classroom becomes a major distraction, which can affect their ability to concentrate.G. Children experiencing an auditory function deficit can often find speech and communication very difficult to isolate and process when set against high levels of background noise. These levels come from outside activities that penetrate the classroom structure, from teaching activities, and other noise generated inside, which can be exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom construction and perhaps a change in classroom culture and methods of teaching. In particular, the effects of noisy classrooms and activities on those experiencing disabilities in the form of auditory function deficit need thorough investigation. It is probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities. Their needs are less likely to be met than those of children with known disabilities.H. The New Zealand Government has developed a NewZealand Disability Strategy and has embarked on a wide-ranging consultation process. The strategy recognizes that people experiencing disability face significant barriers in achieving a full quality of life in areas such as attitude, education, employment and access to service. Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children, youth learners and adult learners will have equal opportunities to learn and develop within their already existing local school. For a successful education, the learning environment is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but especially to those with auditory function disabilities.I. A number of countries are already in the process of formulating their own standards for the control and reduction of classroom noise. New Zealand will probably follow their example. The literature to date on noise in school rooms appears to focus on the effects on schoolchildren in general, their teachers and the hearing impaired. Only limited attention appears to have been given to those students experiencing the other disabilities involving auditory function deficit. It is imperative that the needs of these children are taken into account in the setting of appropriate international standards to be promulgated in future.Questions 1-6Reading Passage 1 has nine sections, A-I.Which section contains the following information?Write the correct letter, A-I, in boxes 1-6 on your answer sheet.1 an account of a national policy initiative2 a description of a global team effort3 a hypothesis as to one reason behind the growth inclassroom noise4 a demand for suitable worldwide regulations5 a list of medical conditions which place some children more at risk from noise than others6 the estimated proportion of children in New Zealand with auditory problemsQuestions 7-10Answer the questions below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 7-10 on your answer sheet.7 For what period of time has hearing loss in schoolchildren been studied in New Zealand?8 In addition to machinery noise, what other type of noise can upset children with autism?9 What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?10 What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?Questions 11 and 12Choose TWO letters, A-F.Write the correct letters in boxes 11 and 12 on your answer sheet.The list below includes factors contributing to classroom noise.Which TWO are mentioned by the writer of the passage?A current teaching methodsB echoing corridorsC cooling systemsD large class sizesE loud-voiced teachersF playground gamesQuestion 13Choose the correct letter, A, B, C or D.Write the correct letter in box 13 on your answer sheet.What is the writer’s overall purpose in writing this article?A to compare different methods of dealing with auditory problemsB to provide solutions for overly noisy learning environmentsC to increase awareness of the situation of children with auditory problemsD to promote New Zealand as a model for other countries to followREADING PASSAGE 2You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.Venus in transitJune 2004 saw the first passage, known as a ‘transit’, of the planet Venus across the face of the Sun in 122 years. Transits have helped shape our view of the whole Universe, as Heather Cooper and Nigel Henbest explainA. On 8 June 2004, more than half the population of the world were treated to a rare astronomical event. For over six hours, the planet Venus steadily inched its way over the surface of the Sun. This ‘transit’ of Venus was the first since 6 December 1882. On that occasion, the American astronomer Professor Simon Newcomb led a party to South Africa to observe the event. They were based a t girls’ school, where — it is alleged — the combined forces of three schoolmistresses outperformed the professionals with the accuracy of their observations.B. For centuries, transits of Venus have drawn explorers and astronomers alike to the four corners of the globe. And you can put it all down to the extraordinary polymath Edmond Halley. In November 1677, Halley observed a transit of the innermost planet, Mercury, from the desolate island of St Helena in the South Pacific. He realized that, from different latitudes, the passage of the planet across the Sun’s disc would appear to differ. By timing the transit from two widely-separated locations, teams of astronomers could calculate the parallax angle — the apparent difference in position of an astronomical body due to a difference in the observer’s position. Calculating this angle would allow astronomers to measure what was then the ultimate goal: the distance of the Earth from the Sun. This distance is known as the ‘astronomical unit’ or AU.C. Halley was aware that the AU was one of the most fundamental of all astronomical measurements. Johannes Kepler, in the early 17th century, had shown that the distances of the planets from the Sun governed their orbital speeds, which were easily measurable. But no-one had found a way to calculate accurate distances to the planets from the Earth. The goal was to measure the AU; then, knowing the orbital speeds of all the other planets round the Sun, the scale of the Solar System would fall into place. However, Halley realized that Mercury was so far away that its parallax angle would be very difficult to determine. As Venus was closer to the Earth, its parallax angle would be larger, and Halley worked out that by using Venus it would be possible to measure the Sun’s di stance to 1 part in 500. But there was a problem: transits of Venus, unlike those of Mercury, are rare, occurring in pairs roughly eight years apart every hundred or so years. Nevertheless, he accurately predicted that Venus wouldcross the face of the Sun in both 1761 and 1769 — though he didn’t survive to see either.D. Inspired by Halley’s suggestion of a way to pin down the scale of the Solar System, teams of British and French astronomers set out on expeditions to places as diverse as India and Siberia. But things weren’t helped by Britain and France being at war. The person who deserves most sympathy is the French astronomer Guillaume Le Gentil. He was thwarted by the fact that the British were besieging his observation site at Pondicherry in India. Fleeing on a French warship crossing the Indian Ocean, Le Gentil saw a wonderful transit —but the ship’s pitching and rolling ruled out any attempt at making accurate observations. Undaunted, he remained south of the equator, keeping himself busy by studying the islands of Maurtius and Madagascar before setting off to observe the next transit in the Philippines. Ironically after travelling nearly 50,000 kilometres, his view was clouded out at the last moment, a very dispirting experience.E. While the early transit timings were as precise as instruments would allow, the measurements were dogged by the ‘black drop’ effect. When Venus begins to cross the Sun’s disc, it looks smeared not circular — which makes it difficult to establish timings. This is due to diffraction of light. The second problem is that Venus exhibits a halo of light when it is seen just outside the sun’s disc. While this showed astronomers that Venus was surrounded by a thick layer of gases refracting sunlight around it, both effects made it impossible to obtain accurate timings.F. But astronomers laboured hard to analyse the results of these expeditions to observe Venus transits. Johann Franz Encke,Director of the Berlin Observatory, finally determined a value for the AU based on all these parallax measurements: 153,340,000 km. Reasonably accurate for the time, that is quite close to today’s value of 149,597,870 km, determined by radar, which has now superseded transits and all other methods in accuracy. The AU is a cosmic measuring rod, and the basis of how we scale the Universe today. The parallax principle can be extended to measure the distances to the stars. If we look at a star in January —when Earth is at one point in its orbit — it will seem to be in a different position from where it appears six months late. Knowing the width of Earth’s orbit, the parallax shift lets astronomers calculate the distance.G. June 2004’s transit of Venus was thus more of an astronomical spectacle than a scientifically important event. But such transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.Questions 14-17Reading Passage 2 has seven paragraphs, A-G.Which paragraph contains the following information?Write the correct letter, A-G, in boxes 14-17 on your answer sheet.14 examples of different ways in which the parallax principle has been applied15 a description of an event which prevented a transit observation16 a statement about potential future discoveries leading on from transit observations17 a description of physical states connected with Venus which early astronomical instruments failed to overcomeQuestions 18-21Look at the following statements (Questions 18-21) and the list of people below.Match each statement with the correct person, A, B, C or D.Write the correct letter, A, B, C or D, in boxes 18-21 on your answer sheet.18 He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.19 He understood that the distance of the Sun from the Earth could be worked out by comparing obsevations of a transit.20 He realized that the time taken by a planet to go round the Sun depends on its distance from the Sun.21 He witnessed a Venus transit but was unable to make any calculations.List of PeopleA Edmond HalleyB Johannes KeplerC Guillaume Le GentilD Johann Franz EnckeQuestion 22-26Do the following statements agree with the information given in Reading Passage 2?In boxes 22-26 on your answer sheet, writeTRUE if the statement agrees with the informationFALSE if the statement contradicts the informationNOT GIVEN if there is no information on this22 Halley observed one transit of the planet Venus.23 Le Gentil managed to observe a second Venus transit.24 The shape of Venus appears distorted when it starts to pass in front of the Sun.25 Early astronomers suspected that the atmosphere on Venus was toxic.26 The parallax principle allows astronomers to work out how far away distant stars are from the Earth.READING PASSAGE 3You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.A neuroscientist revealshow to think differentlyIn the last decade a revolution has occurred in the way that scientists think about the brain. We now know that the decisions humans make can be traced to the firing patterns of neurons in specific part of the brain. These discoveries have led to the field know as neuroeconomics, which studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. A brain that can do this is an iconoclastic one. Briefly, an iconoclast is a person who does something that others say can’t be done.This definition implies that iconoclasts are different from other people, but more precisely, it is their brains that are different in three distinct ways: perception, fear response, and social intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers might suggest that the brain is irrelevant, that thinking in an original, even revolutionary, way is more a matter of personality than brain function. But the field of neuroeconomics was born out of the realization that the physical workings of the brain place limitations on the way we make decisions. By understanding these constraints, we begin to understand why some people march to a different drumbeat.The first thing to realize is that the brain suffers from limitedresources. It has a fixed energy budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as possible. This is where most people are impeded from being an iconoclast. For example, when confronted with information streaming from the eyes, the brain will interpret this information in the quickest way possible. Thus it will draw on both past experience and any other source of information, such as what other people say, to make sense of what it is seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly ever aware of them. We think our perceptions of the world are real, but they are only biological and electrical rumblings. Perception is not simply a product of what your eyes or ears transmit to your brain. More than the physical reality of photons or sound waves, perception is product of the brain.Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their brains do not fall into efficiency pitfalls as much as the a verage person’s brain. Iconoclasts, either because they were born that way or through learning, have found ways to work around the perceptual shortcuts that plague most people. Perception is not something that is hardwired into the brain. It is a learned process, which is both a curse and an opportunity for change. The brain faces the fundamental problem of interpreting physical stimuli from the senses. Everything the brain sees, hears, or touches has multiple interpretations. The one that is ultimately chosen is simply the brain’s best theory. In technical terms, these conjectures have their basis in the statistical likelihood of one interpretation over another and are heavily influenced by past experience and, importantly for potential iconoclasts, what other people say.The best way to see things differently to other people is tobombard the brain with things it has never encountered before. Novelty releases the perceptual process from the chains of past experience and forces the brain to make new judgments. Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. Observation of iconoclasts shows that they embrace novelty while mot people avoid things that are different.The problem with novelty, however, is that it tends to trigger the brain’s fear system. Fear is a major impediment to thinking like an iconoclast and stops the average person in his tracks. There are many types of fear, but the two that inhibit iconoclastic thinking and people generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These may seem like trivial phobias. But fear of public speaking, which everyone must do from time to time, afflicts one-thirds of the population. This makes it too common to be considered a mental disorder. It is simply a common variant of human nature, one which iconoclasts do not let inhibit their reactions.Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is where social intelligence comes in. Social intelligence is the ability to understand and manage people in a business setting. In the last decade there has been an explosion of knowledge about the social brain and how the brain works when groups coordinate decision making. Neuroscience has revealed which brain circuits are responsible for functions like understanding what other people think, empathy, fairness, and social identity. These brain regions play key roles in whether people convince others of their ideas. Perception is important in social cognition too. The perception of someone’s enthusiasm, or reputation, can make or break a deal.Understanding how perception becomes intertwined with social decision making shows why successful iconoclasts are so rare.Iconoclasts create new opportunities in every area from artistic expression to technology to business. They supply creativity and innovation not easily accomplished by committees. Rules aren’t important to them. Iconoclasts face alienation and failure, but can also be a major asset to any organization. It is crucial for success in any field to understand how the iconoclastic mind works.Questions 27-31Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-31 on your answer sheet.27 Neuroeconomics is a field of study which seeks toA cause a change in how scientists understand brain chemistry.B understand how good decisions are made in the brain.C understand how the brain is linked to achievement in competitive fields.D trace the specific firing patterns of neurons in different areas of the brain.28 According to the writer, iconoclasts are distinctive becauseA they create unusual brain circuits.B their brains function differently.C their personalities are distinctive.D they make decisions easily.29 According to the writer, the brain works efficiently becauseA it uses the eyes quickly.B it interprets data logically.C it generates its own energy.D it relies on previous events.30 The writer says that perception isA a combination of photons and sound waves.B a reliable product of what your senses transmit.C a result of brain processes.D a process we are usually conscious of.31 According to the writer, an iconoclastic thinkerA centralizes perceptual thinking in one part of the brain.B avoids cognitive traps.C has a brain that is hardwired for learning.D has more opportunities than the average person.Questions 32-37Do the following statements agree with the claims of the writer in Reading Passage 3?In boxes 32-37 on your answer sheet, writeYES if the statement agrees with the claims of the writerNO if the statement contradicts the claims of the writerNOT GIVEN if it is impossible to say what the writer thinks about this32 Exposure to different events forces the brain to think differently.33 Iconoclasts are unusually receptive to new experiences.34 Most people are too shy to try different things.35 If you think in an iconoclastic way, you can easily overcome fear.36 When concern about embarrassment matters less, other fears become irrelevant.37 Fear of public speaking is a psychological illness.Questions 38-40Complete each sentence with the correct ending, A-E, below.Write the correct letter, A-E, in boxes 38-40 on your answer sheet.38 Thinking like a successful iconoclast is demanding because it39 The concept of the social brain is useful to iconoclasts because it40 Iconoclasts are generally an asset because their way of thinkingA requires both perceptual and social intelligence skills.B focuses on how groups decide on an action.C works in many fields, both artistic and scientific.D leaves one open to criticism and rejection.E involves understanding how organizations manage people.剑桥雅思阅读9原文参考译文(test2)PASSAGE 1 参考译文：帮助新西兰听觉障碍儿童A儿童的听觉障碍或其他听觉功能的缺陷会对他们的言语与交流能力的发展产生重大的影响，导致他们在学校的学习能力也受到不利影响。
注意力障碍的概念
注意力缺陷多动障碍概念的界定
20世纪20、30和40年代，叫做脑伤害儿童综 合症（brain-injured child syndrome）（Barkley， 1997；Everett，1999）。
注意力缺陷多动障碍概念的界定
20世纪50年代，脑伤害儿童综合症又划归为 轻微脑损伤（minimal brain damage），后又叫做 轻微脑功能障碍（minimal brain dysfunction）。
注意力缺陷多动障碍概念的界定
20世纪60年代，对此症状的诊断或是概念的 界定都以多动性及冲动控制弱为核心，因此，命 名为多动儿童综合症（hyperactive child syndrome）。由于受精神分析的影响，概念又演 变为 “童年运动性过度反应”（hyperkinetic reaction of childhood）。
注意力缺陷多动障碍概念的界定
所谓注意力缺陷多动障碍是一组以注意力缺 陷、多动、冲动、唤醒不足、角色管理失控行为 为主要表现特征的行为-情绪的综合症候群。
注意力障碍的概念
注意力障碍又叫注意力缺陷障碍 （Attention Deficit Disorder，ADD）
到目前为止可查到的文献中大部分把注意力 障碍（ADD）与注意力缺陷多动障碍（Attention deficit hyperactivity disorder ，ADHD）同等对 待。
注意力缺陷多动障碍概念的界定
注意力缺陷多动障碍概念的界定
1980年，《美国精神障碍诊断与统计手册》 第3版（DSM-Ⅲ，APA，1980）出版，名称改为 伴有或不伴多动性的“注意缺陷障碍”（ADD， Attention deficit disorder）。在随后的修订版 （DSM-Ⅲ-R）中又重新将多动性作为一种重要的 核心症状，名称又改为注意缺陷多动障碍 （Attention deficit hyperactivity disorder，APA， 1987）。
特殊儿童心理学各章节知识点整理复习资料
特殊儿童心理学各章节知识点整理复习资料第一章1、这门课的研究对象是什么？什么是特殊儿童？特殊儿童（Exceptional Children）：儿童在身心的发展上偏离正常，即在身体、行为、语言、智力、情绪与人格等发育上与正常儿童有明显差异。
2、简述国外对特殊儿童的研究、产生和发展。
怎么产生怎么发展，什么时候产生什么时候发展。
从历史上看，人们对待残疾儿童的态度有一个从野蛮消灭到完全平等的渐渐走向文明的过程。
1）产生的原因资本主义的自由、平等、博爱等思想的产生。
医学和解剖学的发展。
哲学和普通教育学发展。
2）发展的阶段(1) 歧视阶段(1800年以前)(2)重视阶段(1800年-1900年)(3) 发展阶段(1900年至今)3、谈一谈近年对特殊儿童教育的思潮。
（全纳教育、融合教育...）4、试举出特殊儿童的常见研究方法。
第二章1、什么是神经症？包括哪些类型？有哪些共性？2、抑郁症的八个临床表现。
结合实例谈谈如何治疗抑郁症患者。
3、什么是恐惧症？其发病的原因有哪些？有哪些临床表现？4、什么是精神分裂症？有哪些临床表现？（五点，思维障碍、情感障碍、妄想、幻觉、紧张）它的发病过程是怎样的？（遇到起、发病期、发病晚期、调整期......）第三章1、学习困难儿童的定义是什么？2、谈谈对学习困难儿童教育的意义。
3、试述学习困难儿童的认知特点。
4、学习困难儿童教育方法，常见的有哪几种？5、试举出对学习困难儿童的几种教学策略。
第四章1、智力落后儿童一般可分为几个等级？其智商范围大约是多少？（中度轻度重度）2、试述智力落后儿童的形成病因。
3、我国目前对智力落后儿童常见的教育安置形式有哪几种？（三种）4、简述智力落后儿童的认知特点。
5、简述智力落后儿童的教学原则。
第五章1、什么是多动症？多动症儿童有哪些特征？2、Adhd和add有何区别？3、儿童多动症有哪些可能的病因？4、一些干预多动症的策略。
第六章1、自闭症儿童有哪些奇特表现？三联症2、自闭症儿童都是智力落后吗？（判断）不是3、有人认为自闭症儿童是因为几乎未有感受到父母的温暖导致的，你同意这一看法吗？现在主要认为生物学，从基因到孕期到神经深化，父母教养方式基本被排除。
儿童多动症(ADHA-注意力缺陷多动障碍)(上)
你的孩子可能患有多动症吗?以下是多动症的一些征兆和症状，或许你可以从中得到一些帮助什么是ADHD或ADD？孩子们偶尔会忘记家庭作业，在课堂上做白日梦，不假思索地做事，或者在餐桌上坐立不安，这些都是很正常的。
但注意力不集中、冲动和多动也是注意力缺陷多动障碍(ADHD)的症状，有时也被称为注意力缺陷障碍或ADD。
这是正常的孩子行为还是多动症?很难区分ADHD和正常的“儿童行为”。
“如果你只注意到一些症状，或者症状只在某些情况下出现，那很可能不是多动症。
另一方面，如果你的孩子表现出许多多动症的迹象和症状，这些症状和症状在所有的情况下都存在——在家里，在学校，在玩的时候——是时候仔细看看了。
与患有多动症的孩子一起生活可能会令人沮丧和不知所措，但作为父母，你可以做很多事情来帮助控制症状，克服日常挑战，给你的家人带来更大的平静。
关于注意力缺陷障碍的误区和事实误区: 所有患有多动症的孩子都是嫉妒活跃的.事实: 有些患有多动症的孩子是多动症，但其他许多有注意力问题的孩子则不是。
患有多动症的儿童注意力不集中，但不太活跃，可能会显得精神恍惚，缺乏动力。
误区: 患有多动症的孩子永远无法集中注意力。
事实:患有注意力缺陷多动症的孩子往往能够专注于他们喜欢的活动。
但无论他们多么努力，当手头的任务枯燥或重复时，他们都很难保持专注误区:多动症儿童如果想表现得更好，他们可以表现得更好。
事实:患有注意力缺陷多动症的孩子可能会尽力表现得很好，但仍然无法静坐、保持安静或集中注意力。
他们可能看起来不听话，但这并不意味着他们是故意这样做的。
误区:孩子最终会摆脱多动症。
事实:多动症通常会持续到成年，所以不要等到你的孩子长大后才摆脱这个问题。
治疗可以帮助你的孩子学会控制和减少症状。
误区:药物是治疗多动症的最佳选择。
事实:药物治疗通常是针对注意力缺陷障碍的，但它可能不是你孩子的最佳选择。
对ADHD的有效治疗还包括教育、行为治疗、在家和学校的支持、锻炼和适当的营养。
临床注意力缺陷多动障碍评定量表(ADD)量表
临床注意力缺陷多动障碍评定量表(ADD)
量表
简介
临床注意力缺陷多动障碍评定量表（简称ADD量表）是一种
在临床医学领域中广泛使用的评估工具。
它旨在帮助医生和心理学
家评估儿童和成人患有注意力缺陷多动障碍（ADHD）的严重程度。
评定内容
ADD量表包含一系列的问题和任务，用于评估注意力、活动
水平和行为控制等方面的表现。
它通过记录被评估者在不同场景下
的行为表现来获取相关数据，包括家庭、学校和社交环境等。
其中一些评定内容可能包括：
- 注意力集中能力：观察被评估者在完成任务时是否能够保持
足够长的注意力；
- 多动性：评估被评估者在不同情境下的动作频率和活动水平；
- 冲动性：观察被评估者在需要控制行为时是否能够适当地抑制冲动。
评定过程
ADD量表的评定过程通常由专业医生或心理学家来进行。
评定者会与被评估者进行面对面的交流，并观察他们在实际环境中的行为表现。
评定者会根据一定的标准和指标来评估被评估者的注意力缺陷多动障碍的症状和严重程度。
结果解读
根据ADD量表的评估结果，医生或心理学家可以对被评估者是否患有注意力缺陷多动障碍、症状的严重程度以及可能的治疗方案进行进一步的分析和讨论。
评估结果有助于制定个性化的治疗计划，并监测患者在治疗过程中的进展情况。
总结
临床注意力缺陷多动障碍评定量表是一项重要的评估工具，可帮助医生和心理学家准确评估患有注意力缺陷多动障碍的个体的症状严重程度。
它为制定个性化的治疗计划提供了依据，并能够监测治疗效果。
在临床实践中，ADD量表发挥着重要的作用，帮助提高注意力缺陷多动障碍的诊断和治疗水平。
add什么意思
add什么意思提及add，大家可能更多的想到英文的添加的意思，我们这里说的add是医学方面的一种疾病。
下面就由店铺来告诉大家关于add这种疾病是怎么样的。
add什么意思add医学上指注意力不足过动症(Attention Deficit Disorder)，就是注意缺陷障碍，最主要的症状是频繁地、不自觉地走神。
但这并不是说ADD患者就无法集中注意力，他们只是不能决定集中注意力的时间和场合。
在某种程度上，还可能比普通人更能集中全部的注意力，做到高度的专注。
由于环境、教育等因素，注意力缺陷障碍的发病率有逐年增高的趋势。
疾病概述注意力缺失症(Attention Deficit Disorder，简称ADD)是注意力不足过动症(Attention-deficit hyperactivity disorder，简称ADHD)的三个亚型之一。
注意力缺陷障碍是由于信息加工的注意控制不成熟或功能失调导致的，这也会导致患者无法把生活、思考、情感、行为联系起来，进而导致行为碎片化。
正电子发射断层显像研究表明，注意缺陷障碍患者的左脑活动有所减少，尤其是前扣带皮层的活动，因为大脑的这部分与注意集中有联系。
经观察，前脑叶(与意识有关联)和上听觉皮层(把思维和直觉整合)的活动都有所减少，这些模式导致了注意缺陷障碍的主义和行为特征。
临床表现(一)注意力障碍注意力障碍是诊断多动症的必须症状。
多动症儿童注意障碍主要是表现在注意的集中性，稳定性和选择性等特征上的异常。
正常儿童在不同年龄阶段注意集中的时间不同，随着年龄增长而逐渐廷长。
一般来说，2～3岁时专注时间10～12分钟，5～6岁达12～15分钟，7～10岁为20分钟，10～12岁为25分钟，12岁以上可以达到30分钟以上。
注意缺陷多动障碍(ADHD)的孩子专注时间短于上述范围，因此，他们很难维持注意较长时间去从事某一活动，每节课听5～10分钟就坚持不下去了，做事往往有始无终，不能完成父母分配的任务。
注意力缺陷过动症(ADHD)宣导资料
注意力缺陷過動症 (ADHD)宣導資料想像生活在一個快速變化的萬花筒中，哪裡的聲音、影像和思緒一直在變化。
很容易感到厭煩，而且無法專心在你需要完成的工作上，很容易被不重要的影像與聲音所分心，你的想法變化快速、思考跳躍。
或者你專心於一推想法和影像，而當有人在跟你說話時你並沒有注意到。
對很多人來說，有注意力缺陷過動症（ADHD）就像是這樣，他們可能沒有辦法靜靜坐著、事先做計劃、完成工作，或完全清楚發生什麼事。
對他們的家人、同學或同事來說，他們像是活在無組織或狂亂活動的旋風中。
沒有預期地－在一些日子或場合中－他們看起來很好，這通常讓人們認為ADHD的患者實際上可以控制這些行為。
因此，這個疾患除了干擾他們的日常生活、浪費精力和降低自尊心外，也常導致他們的人際關係不良。
ADHD，一度被稱為過動（hyperkinesis）或是輕微腦部失能（minimal brain dysfunction），是兒童最常見的心智疾病之一。
它影響百分之三到百分之七的所有兒童，男性為女性的兩到三倍。
在美國，平均一個班級中至少有一個ADHD的孩子因這個疾病需要幫助。
ADHD通常會持續到青少年和成長期，而且可能造成夢想落空和情緒傷痛的一生。
但是有治療…和希望。
過去十年，科學家對這個疾病的過程知道了很多，而且現在可以鑑定和治療兒童、青少年和成人患者。
有多種藥物、行為改變治療和教育方式的選擇可以幫助患者集中注意力、建立自信，和用新的方法處理事務。
◎何謂注意力缺失與過動障礙（ADHD）？所謂的注意力缺失與過動障礙（Attention Deficit / Hyperactivity Disorder，ADHD），在兒童期最常出現。
而以注意力無法持續的集中、過度的活動力、及衝動性為特徵。
ADHD又分為：◎複合型：同時有注意力不集中、過動、衝動的症狀◎注意力缺失型(ADD)：只有注意力不集中的症狀◎過動／衝動型：只有過動和衝動的症狀◎有多少兒童患有ADHD？依台灣地區的統計資料，約有5%-7%的學齡兒童患有ADHD。
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Attention Deficit Disorder：注意缺陷障碍
Attention Deficit Hyperactivity Disorder：注意缺陷多动障碍
注意缺陷多动障碍（ADHD）的俗称是儿童多动症，其发病原因很多，是儿童青少年时期长见病，有的甚至廷续到成年。
近年来由于环境、教育等因素，注意缺陷多动障碍（ADHD）的发病率有逐年增高的趋势。
患有ADHD的孩子的表现为：注意力不集中、成绩差、书写潦草、活动过多，还有的孩子表现为：冲动任性、顶嘴冲撞、不合群，缺乏自我克制能力或者行为幼稚、怪僻、无目的以及贪玩、逃学、打架，甚至说谎、偷窃等，无论怎么教育都无济于事。
随着年龄增长，因自控力差易受不良影响和引诱，可发生打架斗殴、说谎偷窃，甚至走上犯罪的道路。
国内曾对1292名违法犯罪青少年调查，发现其中有978名学龄期曾被诊断为多动症，患病率为75%。
部分病例成年后，还留有性格和行为缺陷，这就是注意缺陷多动障碍（ADHD）。
由于人们认识不足，有时会误诊、漏诊，如果不及时治疗，则会给家庭和社会造成不良影响，葬送了孩子的一生，同时也毁灭了家长的所有期望。
注意缺陷多动障碍（ADHD）危害巨大，但治疗药物却很少，且都是以西药为主，副作用极大。
我们编写此网旨在全面普及注意缺陷多动障碍（ADHD）的知识，让广大患有注意缺陷多动障碍（ADHD）儿童青少年的家长做到及早发现，及早治疗，避免因不知道而廷误治疗时机，而严重危害孩子健康成长。