Brain-Based learning theory strategies for ADHD Research Paper

Brain-Based attainment theory strategies for ADHD - Research Paper ExampleIt has therefore been suggested that ADHD can best be understood when looked at as a neurobehavioral disability (Brook & Boaz, 2005, p. 187). Thus, researchers have increasingly looked to neuroscience as a means of understanding and predicting the cognitive and emotional functions of children with ADHD (Nigg & Casey, 2005).Brain-based teaching theorists suggests that understanding how the brain functions can produce effective strategies for teaching children with a numeral of learning disabilities (Geake, 2009). These theories are carried over to children and adults with ADHD where neuroscientists argue that ADHD is characterized by a deficit in completing tasks that primarily relied on anterior brain regions (alerting and executive control) (Swanson, Reschly, Fine, Kotkin, Wigal, & Simpson, p. 72). Since ADHD has been described as a brain-based disorder, a number of brain-based learning theories have been su ggested and prescribed to educational interventions for learners with ADHD (Curatolo, Paloscia, DAgati, Moavero, Pasini, 2009).Given the prevalence of ADHD and its link to learning disabilities and developments in neuroscience in relation to brain-based learning theories, research on its effectiveness as an educational intervention tool is necessary for guiding further research and teaching strategies. This research study conducts a critical analysis of brain-based theory strategies for ADHD. This research study is divided into three parts. The first part of this wallpaper provides an overview of ADHD from the perspective of neuroscience. The second part of this paper analyzes brain-based theories of learning and the final part of this research analyzes brain-based learning theory strategies for ADHD.ADHD is often associated with age-inappropriate and maladaptive levels of inattention, hyperactivity, and impulsivity (Vaidya, 2013, p. 421). Thus individuals with ADHD often exhibit a appositeness for making careless mistakes,