Attention Deficit/ Hyperactivity Disorder

1. Attention Deficit/ Hyperactivity Disorder DEFINITION: The essential feature of Attention- Deficit/ Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and severe than is typically observed in individuals at a comparable level of development. (APA 2000)

2. Prevalence • Approximately 3 to 7 % of school aged children have AD/HD • Identification increasing dramatically • Ratio of boys to girls is 9 to 3 • DSM- IV 55% combination type, 27% inattentive type, 18% hyperactive-impulsive type • Vast majority are European American

3. Characteristics Three Subtypes: • Predominantly Inattentive Type • Predominantly Hyperactive- Impulsive Type • Combined Type

4. AD/HD Subtypes Characteristics • Predominantly Inattentive Type • Havetrouble paying attention in class • Are often forgetful • Easily distracted • Appear lethargic, apathetic, or hypoactive • Internally rather than externally focused • Symptoms may appear later in theses students (8-12 yrs) • Predominantly Hyperactive-Impulsive Type • Can not seem to sitstill • Often talk excessively • Have difficulty playing quietly • Have more difficulty with bedwetting, sleep problems, • Stubbornness, and temper tantrums • Combined Type • Have features of inattention and hyperactivity-impulsivity • 85 percent of students with AD/HD fall into this category

5. Myths About Causes • Research has discounted many environmental explanations including myths such as: too much or too little sugar, aspartame, food sensitivity, food additives, lack of vitamins, television, video games, yeast, lightning, fluorescent lighting and allergies

6. Causes Biological Explanations: • Certain teratogens increase the likelihood that a child will develop AD/HD (such as maternal smoking and alcohol or drug abuse, poor nutrition, and the mother’s exposure to chemicals, as well as blood pressure, age, and length of pregnancy) • Postnatal trauma such as brain injuries, infections, iron deficiency, and exposure to chemical poisons also increase the probability that a child will develop AD/HD • Brain research is also now revealing that AD/HD appears to be a result from failure in the part of the brain controlling inhibition and self control • Researchers believe 80% of differences between students with and without AD/HD have a genetic explaination

7. Strategies for Teaching Students with AD/HD Classroom setup • Seat students in rows not tables • Keep student away from distracting areas such as windows, doors, and pencil sharpeners, also away from teacher’s desk if students will be coming up to it to ask questions • Avoid using distracting bulletin boards or mobiles • The teacher should place themselves in an area where all students can make eye contact • An area where medication can be taken discretely may also be a necessity

8. Individual Work • Highlight important areas such as directions, color attracts attention • Emphasize quality of work not quantity to increase motivation and concentration rather than rushing • Keep individual work periods short for elementary, no longer than 15 to 20 minutes followed by a break

9. Teaching Instruction • Incorporate all three types of learning including auditory visual and kinesthetic methods • Use varied and interesting tasks • Vary tone and infliction • Use a secret signal with students who blurt out questions • Allow for extra time to assist students with AD/HD

10. Video Keeping Kids Healthy: How to cope with ADHD