Attention-Deficit/Hyperactivity Disorder (AD/HD)

1. Attention-Deficit/Hyperactivity Disorder (AD/HD) Joy Gentile EEC4731 Professor Dawn Towle January 26, 2011

2. What is AD/HD? • It is defined by the American Psychiatric Association as “a syndrome of attention and behavior disturbances that may improve when stimulant-type drugs are administered” (Marotz 107). • It is classified under neurobiological disorders and is “characterized by inattention, impulsivity, and hyperactivity” that can lead to a magnitude of problems with behavior and learning (107).

3. Signs/Symptoms • AD/HD and similar disorders tends to run in families, therefore: • a child with AD/HD is highly likely to have a close relative who also has the disorder • At least 1/3 of fathers who have the disorder at a young age will have a child who has the disorder • In a majority of identical twins, if one has it, the other does too (Attention).

4. Signs/Symptoms • Inattention- • Trouble listening or staying focused; forgetful; difficulty finishing a task; not listening; careless and no attention to detail; avoids activity with effort and concentration required • Impulsivity- • Requires a lot of supervision; acts without thought; trouble organizing tasks and thoughts; highly impatient; has difficulty alternating turns and consistently interrupts others; easily frustrated • Hyperactivity- • Constant fidgeting and moving; excessive talking and motor skills; difficulty sitting, standing still, or sleeping quietly (Marotz 108) Also, this child may lose things frequently and engage in dangerous activity (Attention).

5. Management • AD/HD is not like most disorders where there is a set way to handle it. Each child with AD/HD requires an individualized approach (Marotz 108). • There are a few different brands of drugs used to treat this disorder which are meant to have a calming effect, but many of them have displeasing side effects such as loss of appetite, slowed growth, sleeplessness, listlessness, depression, or suicide (109). • However, there have been successful behavior management and special intervention strategies to treat some children that prove that these children can learn appropriate and acceptable social and academic behaviors through carefully planned and controlled experiences (109).

6. Modifications for Managing an AD/HD Student On page 109, Marotz provides some strategies for managing a classroom with AD/HD students: • A structured classroom environment with minimal distractions is key to keeping the student as focused on you or the work as possible. • Create a consistent daily routine that the child can become accustomed to. • Clear and easy directions should be the only kind given. Make sure eye contact is made and repetition is used when necessary. • Offer praise and positive reinforcement for a job well done. • Provide challenges for the student that push them, but do not exceed their tolerance or skill level.

7. Addressing AD/HD in My Classroom • As with all disorders, AD/HD is not a disorder you want to make known to all the other students in the classroom. It is easier to just incorporate an assignment in your agenda for the day that is geared toward the AD/HD student, but incorporates all the children. For example, taking the children outside to learn a new game that requires some physical activity will allow all students to participate, learn, and have fun, while also giving the AD/HD child time to exert some of their pent up energy.

8. Works Cited "Attention Deficit Disorder - Children's Health Guide." University of Maryland Medical Center | Home. 14 May 2003. Web. 26 Jan. 2011. <http://www.umm.edu/pediatric-info/add.htm>. Marotz, Lynn R. Health, Safety, and Nutrition for the Young Child. 7th ed. Australia: Thomson Delmar Learning, 2009. Print.