A.D.H.D/ A.D.D

1. A.D.H.D/ A.D.D By: Josh Ridenour

2. What is ADHD? • Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. • ADHD includes some combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. • Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school. http://www.mayoclinic.com/health/adhd/DS00275

3. ADD or ADHD? • In the past both terms, ADD and ADHD have been used to describe the conditions of the same disorder. • Today the disorder is labeled as ADHD. This covers all sub types of the attention disorder. • The prevalence rate of ADHD is 3-5%. • There are three (3) recognized sub types of ADHD • Predominantly hyperactivity impulsive (overly hyper) • Predominantly inattentive (trouble paying attention) • Combination hyperactivity-impulsive and inattentive (both hyper and lack of attention. Most common)

4. Inattentive Symptoms… • Have difficulty focusing on one thing • Be easily distracted, miss details, forget things, and frequently switch from one activity to another • Become bored with a task after only a few minutes, unless they are doing something enjoyable • Have difficulty focusing attention on organizing and completing a task or learning something new • Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities • Not seem to listen when spoken to • Daydream, become easily confused, and move slowly • Have difficulty processing information as quickly and accurately as others • Struggle to follow instructions.

5. Hyperactivity- Impulsive Symptoms… • Fidget and squirm in their seats • Talk nonstop • Dash around, touching or playing with anything and everything in sight • Have trouble sitting still during dinner, school, and story time • Be constantly in motion • Have difficulty doing quiet tasks or activities. • Be very impatient • Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences • Have difficulty waiting for things they want or waiting their turns in games • Often interrupt conversations or others' activities.

6. What type does a student have? • Combined hyperactivity-impulsive and inattention: • Has 6 or more symptoms of both hyperactivity-impulsive and inattention • Most children have this type of ADHD • Predominantly inattention: • Student has 6 or more symptoms of inattention and less then 6 symptoms of hyperactivity-impulsive (May still have some symptoms) • Predominantly hyperactivity-impulsive: • Student has 6 or more symptoms of hyperactivity-impulsive behavior and less then 6 symptoms of inattention (May still have some symptoms)

7. How to be diagnosed… • Symptoms normally start by age 3-6 • Must show symptoms for at least 6 months at a level that is not normal to other children of the same age • A pediatrician or mental health specialist will look at child's environment and gather information from parents and teachers • Other possible problems must be ruled out: • Environmental problems • Medical side effects • Learning disabilities • Anxiety or depression • Sudden change in life style

8. How to be diagnosed… • Doctor will look at medical and school records for clues about possible causes • Child will be observed in different environments to see any change in behavior • Finally, a doctor will make a diagnoses after all other possible problems have been ruled out • Even with all the evaluations, ADHD is still the most incorrectly diagnosed disability • Brain imaging is now being used to help diagnose, treat, and possible prevent ADHD http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

9. Causes • There is no 100% sure cause of ADHD • Many studies have showed a link between ADHD and genetics • ADHD commonly runs in families • A link between a gene that causes thin brain tissue in young children has also been liked to ADHD. The brain forms normal as the child reaches adulthood. • This thin brain tissue as a child could be a possible trigger for ADHD at a young age. http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

10. Other causes • Environmental factors • Link between cigarette and alcohol use during pregnancy • Exposure to lead from plumbing or paints • Brain injuries • Can change child behaviors to be similar to ADHD • Small percent of children with ADHD have suffered brain injury • Sugar • Popular idea that sugar causes ADHD or makes the symptoms worse • Study showed little to no change in students behavior when consuming sugar in normal amount • A raised amount of sugar in a diet can cause ADHD symptoms and also increase the severity of symptoms • Food additives • Possible link between artificial colors/ flavors and food preservatives

11. Conditions that can co-exist with ADHD • Learning disabilities • Anxiety or depression • Bipolar disorder • Sleep disorder • Bed-wetting • Substance abuse as children age • Oppositional defiant disorder • Child is stubborn or rebellious • Conduct disorder • May lie, steal, fight, or bully others

12. Treatment (Medication) • Most common treatment is medication • Stimulants are normally used to reduce hyperactivity and impulsivity. Can improve physical coordination • No “one size fits all” treatment • Many medications are normally tried in different doses until the appropriate medication is found for each case. • Medication comes in many forms: Short release (last only a few hours), extended release (last 12+ hours), long lasting (last 24 hours) • Possible side effects • Decreased appetite • Sleep problems • Less common- Tics, personality change, lost emotions

13. Treatment (Psychotherapy) • Behavior therapy to help children change existing behaviors • Teach students to monitor behavior • Help with organization of task and working through emotionally difficult events

14. Tips for teachers and parents • Have a positive attitude about the disorder • Set a schedule and stick to it • Organize everyday task • Use homework and notebook organizers • Have clear instructions and be consistent • Praise when rules are followed • Allow for extra time when completing task that need a child to focus • Allow for time to move during lesson.

15. Universal design and Differentiated instruction • Collaboration and communication with parents to help remember and complete at home task. • Have well planned and schedule task in class. Stick to a schedule to help student complete work • Multiple ways to represent and explained task so all students have a clear understanding. • Multiple ways to engage activities. Allow for movement in the classroom and breaks during activities that need a lot of focus

16. Websites for teachers: • Teacher Vision • http://www.teachervision.fen.com/add-and-adhd/resource/5348.html • Teaching channel-Video • https://www.teachingchannel.org/videos/teaching-adhd-students • National Resource Center on ADHD • http://www.help4adhd.org/ • More Resources • http://www.attentiondeficitdisorder.ws/adhd_educator_resources.htm

17. Sources • Mayo Clinic, (2012) Attention-deficit/hyperactivity disorder (ADHD) in children, http://www.mayoclinic.com/health/adhd/DS00275 • National institute of mental health, (2008)usa.gov, http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml