b. Often has difficulties sustain attention in tasks or play activities c.
Often doesn’t seem to listen when spoken to directly d. Often does not follow through on instruction and fails to finish
schoolwork, chorus, and duties in the workplace e. Often has difficulty organizing tasks and activities
f. Often avoids, dislikes, and is reluctant to engage in tasks that
require sustained mental effort g. Often loses things necessary for tasks or activities
h. Is often easily distracted by extraneous stimuli i.
Is often forgetful in daily activities 2. Hyperactivity
a. Often fidget with hands or feet or squirms in seat b. Often leaves seat in classroom or in other situation in which
remaining seated is expected c. Often runs or climbs excessively in situation in which it is
inappropriate. d. Often has difficulty in playing or engaging in leisure activities
quietly e.
Is often “on the go” or often acts as if “driven by a motor” f.
Often talks excessively 3. Impulsively
a. Often blurts out answers before the questions have been completed. b. Often has difficulty awaiting turn
c. Often interrupts or intrudes on others PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ADHD occurs in boys than in girls with estimates being about 3 to 1 in community-based samples Barkley, 2006d. Some have speculated that boys are
identified more often than girls because boys tend to exhibit the highly noticeable hyperactive or impulsive type of ADHD, while girls tend to be inattentive type.
2.1.5.1 Causal Theories of ADHD
ADHD can be caused by several factors. The first factor is neurotransmitter. Neurotransmitters are chemicals that help in the sending of
messages between neurons in the brain. Researchers have found that abnormal levels of two neurotransmitters dopamine and norepinephrine appear to be
involved in ADHD Barkley, 2006b; Solonto, 2002; Volkowal et al., 2007. Second, ADHD is heredity factors. ADHD can be inherited genetically. The first
study, family studies, indicates that if a child has ADHD the chance of his or her siblings have ADHD is about 32 Barkley, 2006b. Children of adults with
ADHD run 57 risk of having ADHD Biederman et al., 1995. Parents of children with ADHD are two to eight more likely to also be ADHD than parents
of non- ADHD children Faraone Doyle, 2001. The second study, twin study, shows that if an identical twin and fraternal twin each have ADHD, the second
identical twin is much more likely to have ADHD than is the second fraternal twin Levy Hey, 2001, Nigg, 2006. The third study, molecular genetic study,
believes that genes that are involved in regulating dopamine have been implicated in persons with ADHD Barkley, 2006b Nigg,2006.
Toxins and medical factors can also cause ADHD. Toxins can cause malformations in the developing fetus of pregnant woman. Pregnant woman who
exposure to lead and the abuse of tobacco and alcohol place the unborn child at PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
increased risk of developing ADHD Faraone Doyle, 2001. Other medical condition can also put children at risk for having ADHD. Complication at birth
and low birth weight are associated with ADHD Levy, Barr, Sunnohara, 1998, Millberger, Biederman, Farone, Guite, Tsuang 1997.
2.1.5.2 Problems in Children with ADHD
In Barley’s model, children with ADHD have four problems related to executive function. The first deals with working memory WM. WM refers to a
person’s ability to keep information in mind that can be used to guide one’s action either now or in the near future Barkley Murphy, 1998, p.2. In children with
ADHD the deficiencies in WM can result in forgetfulness, a lack of hindsight and forethought, and problem with time management. The second one is they have
delayed inner speech. Inner speech is the inner voice that allows people to talk to themselves. This inner voice helps to guide their behavior. The third problem is
that children and adults with ADHD have problems controlling their emotions and their arousal levels. They often overreact to both negative and positive
experiences. The last problem, children and adults with ADHD have difficulty analyzing problems and communicating solution with others. They often respond
impulsively. In the social interaction, children with ADHD have problems in working
with pairs. They are rejected more often by their peers, have fewer close friends, and are disliked by students who enjoy high social status Hoza, 2007.
Unfortunately, this problem is difficult to overcome and is usually long lasting. Children with ADHD typically have characteristics of being easily
distracted, day dreaming during the class, feeling the urge to get up and walk PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
