THE IMPACT OF UNDIAGNOSED ADHD ON SECOND LANGUAGE LEARNING
Keywords:
hyperactivity, English language teaching, Diagnosis, Prevalence, Research.Abstract
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inappropriate levels of inattention, impulsivity and hyperactivity. Colombia being one of the countries with the highest percentage of prevalence globally, has multiple problems when diagnosing and treating patients suffering from this condition, not to mention the different racial and gender issues that further hinder the diagnosis in the country. The deficient number of diagnoses is also one of the major problems surrounding ADHD in Colombia, since according to Ochoa (2005), this is the mental disorder that occurs most frequently in childhood; likewise, according to authors such as Velez (2011), ADHD research in the country has been carried out precariously in some cities of Antioquia and Bogotá. These two factors could contribute to the low rate of diagnoses of the disorder in Colombia, a figure of only 7.4% of children diagnosed, of which only 6.6% receive treatment. Velez (2011) adds that 80% of adults who did not receive treatment at an early age present behavioral, personality and/or substance abuse problems. On the other hand, 45% to 65% of the children who were diagnosed may also present other disorders in conjunction with ADHD, according to Ochoa (2005), such as oppositional defiant disorder, behavioral, affective and anxiety disorders, dyslexia and Gilles de la Tourette syndrome.
Downloads
References
Barkley, R. A. (2008). Classroom Accommodations for Children with ADHD. In Journal of the Ameri-can Academy of Child and Adolescent Psychiatry (Vol. 43, Issue 11).
Cardo, E. & Servera, M.& Vidal, C.& Azua, B. & Redondo, M. & Riutort, L. (2011). The influence of different diagnostic criteria and the culture on the prevalence of attention deficit hyperactivity disorder. Revista de neurología. 52 Suppl 1. S109-17.
Cornejo, O. J. W., Osío, O., Sánchez, Y., Carrizosa, J., Sánchez, G., Grisales, H., Castillo-Parra, H., & Holguín, J. (2005). Prevalence of attention deficit hyperactivity disorder in Colombian children and teenagers. Revista de Neurología, 40(12), 716–722. https://doi.org/10.33588/rn.4012.2004569
Deshazo B., T., Lyman, R. D., & Klinger, L. G. (2002). Academic Underachievement and Attention-Deficit/ Hyperactivity Disorder: The Negative Impact of Symptom Severity on School Performance.
Kałdonek-Crnjaković, A. (2018). The cognitive effects of ADHD on learning an additional language. Govor, 35(2), 215–227. https://doi.org/10.22210/govor.2018.35.12
Llanos, L. LJ. García, R. DJ, González, T. HJ, Puentes, R.P. Trastorno por déficit de atención e hiperactividad (TDAH) en niños escolarizados de 6 a 17 años. Rev Pediatr Aten Primaria. 2019;21:e101-e108
Paling, R. M. (2020). An Empirical study to determine whether ADHD disorder affects the process of language learning. Journal of Psychology and Neuroscience.
Pham, H. D., Nguyen, H. B. H., & Tran, D. T. (2015). Prevalence of ADHD in primary school children in Vinh Long, Vietnam. Pediatrics international, 57(5), 856-859.
Vélez, V. M., A., Talero G., C., Reyes, R. G., & Pinilla, I. (2008). Prevalencia de trastorno por déficit de atención con hiperactividad en Bogotá.
Vélez-Á., C., & Claros, J. A. V. (2011). Attention deficit hyperactivity disorder (ADHD) should be addressed in early childhood public policy-making in Colombia. In Rev. salud pública (Vol. 14, Issue 2).
Zavadenko, N. N., & Suvorinova, N. Y. (2020). Attention deficit hyperactivity disorder in children and adolescents. Zhurnal Nevrologii i Psihiatrii Imeni S.S. Korsakova, 120(4). https://doi.org/10.17116/jnevro202012004129
Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821–836. https://doi.org/10.1002/pits.20114
