ADHD Attention Deficit Hyperactivity Disorder

ADHDAttention Deficit Hyperactivity Disorder By Tammy Allison and Cynthia Bowman

What is ADD/ADHD? • Attention Deficit Hyperactivity Disorder: • A neurobiological disorder that results in developmentally inappropriate behavior including poor attention skills, impulsivity, and can include hyperactivity. • Signs are usually present prior to age 7, are chronic, and last for at least 6 months • Sufferers may experience problems in the areas of social skills and self esteem

Common Characteristics of ADHD • Inattention • Forgetfulness; not listening when spoken to; not following through on tasks; easily distracted; does not pay attention to details; problems paying attention in school; problems organizing tasks; avoidance of tasks that require concentration • Impulsivity • Problems waiting for a turn to speak or play; interrupting others; answering questions before the question has been finished • Hyperactivity • Talking excessively; problems playing quietly; running around excessively; fidgeting with hands or feet; leaving seat often in class or other environment; acting as if “driven by motor”

Boys vs Girls • ADHD Symptoms in Boys: • Impulsivity • Fidgeting • Calling out in classroom • Physical outbursts: pushing and shoving • Inattentiveness • Disorganization • ADHD Symptoms in Girls: • Disorganization • Forgetfulness • Inability to focus or daydreaming • Incomplete assignments • Struggles to keep friends

Nature vs Nurture • Natural Causes • Genetic • Specific genes are present that lead to ADHD • ADHD runs in families with a 76% inheritability rate • 40-50% of ADHD children have parents with ADHD • Brains are formed differently • Environmental Impacts: • Mother who smoked during pregnancy • Exposure to toxins • “Bad parenting” • A high-stress, or high-conflict home • Classroom: symptoms are more prevalent in English class than Art class • Ability to focus: able to focus more on video games than homework.

Nature vs Nurture Cont’d In an article posted in December , 2008 researchers at Cardiff University claimed to have direct evidence of a genetic link or cause for ADHD. Some critics agree and others disagree. Below are two links on the subject: The first link is a British Child Psychologist, Oliver James, who disputes the genetic theory and believes ADHD symptoms are primarily environmental. The second clip is from Professor Anita Thapar who supports evidence that ADHD is a genetic disorder. BBC Media Player v.2.24.18269.19216 http://www.bbc.co.uk/news/uk-wales-11439869

Ways That ADD/ADHD Can Harm Its Victims • 90% of ADHD children are academic underachievers • 25% are held back at least on grade • 36% don’t finish high school • More than half have no friends during childhood • Untreated individuals will eventually be censored or abused for their behaviors: • 25-45% will develop a conduct disorder or become delinquent • 18-25% will abuse illegal substances • One in four will be involved in teenage pregnancy

Is ADD/ADHD REAL?Here is what the Critics Say: • There is no blood test or X-Ray that can confirm or deny whether the condition exists in an individual. • ADHD-like behaviors can be exhibited by anyone, at any time, and almost any where including normal and bright children. • Testing can be subjective. Tolerance levels for certain behaviors can vary from teacher to teacher and parents and care givers.

IS ADD/ADHD A Neurological Disorder? • Many scientific and medical professionals debate the issue. • Some feel that the diagnosis is simply a “label for a list of symptoms”, that could be linked to a larger medical issue: undiagnosed diabetes, lead toxicity, heart defects, FAS, as well as a myriad of other medical conditions.

Other Disorders that can Accompany ADD/ADHD • Learning disabilities • Tourette Syndrome • Oppositional Defiant Disorder • Conduct Disorder • Anxiety or depression • Bipolar Disorder

Common Medical Treatments and Side Effects: • Medications:Ritalin, Adderall. Concerta, Dexadrine, Focalin, Straterra • Common Side Effects: reduced appetite, weight loss, weight gain, sleeping problems, headaches, stomach pain, irritability • More Serious Side Effects: heart trouble, hallucinations, suicidal thoughts

What Can Teachers Do When They Know Students are on Medication for ADHD? • A teacher has no control over the type or amounts of medication a student in their class is on. Teachers may not suggest that a parent increase or decrease the prescribed amount of medication a student takes. A teacher can be aware of a student’s behavior and report any changes (positive or negative) to the parents so that they may report to the child’s doctor in an effort to regulate dosage.

Classroom Management Techniques : • Seat the student where distractions are minimal • Use a signal to help the child stay on task (a special sign between you and him or her) • Find ways to praise the child • Constructively criticize finding something positive to say first • Find creative ways to allow the child to release pent up energy • Have the child look at your eyes when you are speaking to them • Keep directions short and simple • Have a system for the student and their parents to get homework assignments • Assign another student as a “homework buddy” • Reduce homework assignments • Post a clear list of short rules

The Ideal Classroom for ADHD Students • Informal, but structured: • Calendars, daily schedules, and assignments are clearly posted • Workspaces are designated • Materials are well-organized and kept in the same spot • Student receives help to organize personal belongings • Allowances for ADHD student to stand while working or move throughout the room. Structure short, but active breaks throughout the day • Break instructions into small chunks

Discipline Techniques that Work with ADHD Children • Decide if you want to “stop” behaviors (calling out, physical aggression, daydreaming, etc.) or “start” behaviors (doing homework, focusing, following a schedule, etc.) • Counting technique: use your fingers to count to three with the first finger warning the child to stop the behavior—at three issue a time out. If the child wont budge, you can leave the room • Praise behaviors you want to “start”. Spend less time criticizing unwanted behaviors

A Beautiful Mind:How ADHD is a gift and not a deficit to those who have it (and possibly the rest of us): Brains that are quick-thinking and zipping around all the time can be harnessed and used in positive ways: People who have ADHD are often tremendously creative, out-of-the-box thinkers who constantly challenge the status quo. They are people who can look at the same things that the rest of us look at it and see it in a different perspective

ADHD FAQ’s • What is ADHD and what do we know about it? • How is ADHD diagnosed? • Is ADHD over-diagnosed? Under-diagnosed? • Who is affected by ADHD? • Why are more boys diagnosed with ADHD than girls? • How is ADHD treated? • Why are stimulants used to treat ADHD and why are they controversial? • Will medications change or suppress a child’s personality? • Can the school force a child to take medication? • What professionals can evaluate a child suspected of having ADHD? Read more: http://www.pbs.org/wgbh/pages/frontline/shows/medicating/etc/guide.html#ixzz1fntddwTe

Videos of What ADHD is Like • http://youtu.be/EJNu5eUJO04 • http://youtu.be/irTf3CVt1tk • http://youtu.be/S9YJGtCsn5Q • http://youtu.be/Rcy2jF1EXjk • http://youtu.be/u82nzTzL7To

What Do You Think? • Do you believe that ADHD exists or is it a by-product of our environments? • Are there students in your class that you believe exhibit signs of ADHD that have not been diagnosed? • Have you ever tried to have a child classified as ADHD? • Do you have students in your class that you can tell are on or off their medications based on their behavior? • What have you done to make your classroom more ADHD friendly for students that have it?

What Do You Think? Cont’d • Do you think that YOU have ADHD? • Do you HAVE ADHD?

ADHD Attention Deficit Hyperactivity Disorder