ATTENTION DEFICIT HYPERACTIVITY DISORDER

(ADHD)

Kathryn Oswood

What is ADHD? ADHD is a condition characterized by severe problems of

inattention, hyperactivity, and/or impulsivity; often found in people with learning disabilities (Hallahan, et.al., 2009). It is one of the most common mental disorders that develop in children. Symptoms may continue into adolescence and adulthood. If left untreated, ADHD can lead to poor school/work performance, poor social relationships and a general feeling of low self esteem (Low, 2009).

There are three types of ADHD Primarily Inattentive Primarily Hyperactive Combined (Hallahan, et.al., 2009).

Prevalence About 3-5%of preschool and school age children have ADHD or

about two million children in the U.S. (Hallahan, 2009; Low, 2009).

30-70%of children with ADHD will continue to have symptoms into adolescence and adulthood (Low, 2009).

3 times more boys are diagnosed with ADHD than girls (Hallahan, 2009).

Behavioral Characteristics Impaired Behavioral Inhibition

The inability to… Wait one’s turn Recognize inappropriate responses Resist distractions Refrain from responding

immediately

Impaired Executive Functions Difficulty or inability to…

Regulate behavior through inner speech Control emotions Control arousal levels Analyze problems Communicate solutions to a problem to others (Hallahan,

2009).

Coexisting Conditions

Aggressive, acting-out behaviors or

Withdrawn, anxious, depressed Anxiety is seen in 15-35% of children with ADHD (Hallahan, 2009).

Learning Disabilities 10-25% overlap between students with ADHD and learning

disabilities.

Emotional or Behavioral Disorders

25-50% of people with ADHD also have a form of emotional or behavioral disorder.

Educational Considerations:Classroom Structure

Clear Predictable Uncomplicated

Create a simple overarching daily routine that the student can learn by heart.

Number of tasks should be small and tight. These should be displayed publically or taped to

the student’s desk (Hallahan, 2009).

Educational Considerations:Management

Contingency-based Self-management The student is responsible for recording their

own behavior and receive consequences and reinforcements contingent on the behaviors. Example: the student tallies how many times they

get out of their seat.

Group Contingency The behavior of one student is tied to the whole

class group-contingency plan. Students must work together to meet a goal

(Hallahan, 2009).

Educational Considerations:IEP Requirements

A student with ADHD can be considered for special education under the category Other Health Impaired (OHI).

“In instances where the ADD is a chronic or acute health problem that results in limited alertness, which adversely affects educational performance” (Hallahan, 2009).

Otherwise, it is the coexisting conditions such as academic or behavioral disorders that will qualify a student with ADHD for and IEP.

Students with ADHD can also qualify for accommodations under Section 504.

Educational Considerations:Strategies

Move closer to the ADHD child when you want his/her attention. Ask the ADHD child to do small errands/chores to redirect

negative energy. Focus on Positive Channeling

Encourage rather than criticize. Tell them what you want them to do (not just what not to do). Refrain from accusations. Catch the child exhibiting positive behavior. Shape behavior through praise.

Adjust Your Expectations Give One-Step Directions Ask About the Parents' Method of Discipline Help the ADHD Child "Switch Gears" Slowly React Calmly (Low, 2009).

Educational Considerations: Interventions

Preferential seating. Reduce assignments and homework. Give assignments one at a time and/or chunk assignments. Allow extra time to complete tasks. Allow the student to take a test or work on assignments in a

quiet area free from distractions. Provide class notes. Assign a study buddy. Tape record directions or lectures. Allow frequent breaks. Have a system of communication between parents and teachers

(Low, 2009).

Educational Considerations:Assessment

Curriculum-based measurement (CBM) Takes little time and focuses on one particular task.

Monitor academics, attention and behavior.

Conners' Rating Scales-Revised (CRS-R) Measures opposition, inattention, anxiety, and social

problems. Monitors treatment effects over time.

Momentary Time Sampling An interval recording procedure to collect data on a specific

behavior. Monitors a specific behavior in brief intervals (e.g. 15 minutes

can be broken into 15 intervals of 1 minute each), (Hallahan, 2009).

References Low, K. (2009). Learn more about Attention Deficit Disorder. About.com

Health's Disease and Condition. Retrieved from http://add.about.com/od/adhdthebasics/a/ADHDbasics.htm.

Hallahan, D. P., Kauffman, J. M., Pullen, P. C. (2009). Exceptional learners: An introduction to special education (222-259). Boston, MA: Pearson.

Slide 3. ADHD prevalence in U.S. Center for Disease Control and Prevention. Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html.

Slide 4. Focus. Welcome to ADHD 2.0. Retrieved from aldo.bucchi.googlepages.com/adhd2.jpg.

Slide 5. ADHD pie chart. The Harvard Mahoney Neuroscience Institute. Retrieved from www.hms.harvard.edu/.../Number1/Picts/ADHD1.gif.

Slide 9. Dennis the Menace. Impulsivity. Retrieved from www.adhd.org.nz.