ADHD

1. ADHD John Costa Katelyn Ross Craig Pendleton

2. Definition- The DSM IV definition of Attention-Deficit Hyperactivity Disorder (ADHD) is: • 1.DSM-IV-TR • A. Either (1) or (2) • (1) six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: • (2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: • B. Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years. • C. Some impairment from the symptoms is present in two or more settings (e.g. at school [ or work] and at home). • D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. • E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

3. forgetful disorganized distractible defensive/blames others mood swings sleep disorder social conflicts easily frustrated low self esteem immaturity impulsive lacks leadership often loses things may engage in dangerous activities interrupts conversations or drifts off during conversation daydreams anxiety hyperactivity or fatigue 2.Characteristics

4. 3. Identification • talking to Pediatrician or family doctor, they may do assessment themselves or refer them to mental health specialist they trust • Psychiatrists, psychologists, pediatricians/family doctors, neurologists and clinical social workers may diagnose ADHD • All but social worker can provide meds • All but Family docs and neurologists may provide counseling

5. 5.Recommended Educational Practices • Ideas for students with ADHD in the classroom • Pause and create suspense by looking around before asking questions. • Randomly pick reciters so the children cannot time their attention. • Signal that someone is going to have to answer a question about what is being said. • Use the child’s name in a question or in the material being covered. • Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander. • Develop a private running joke between you and the child that can be invoked to re-involve you with the child. • Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. • Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed. • Decrease the length of assignments or lessons. • Alternate physical and mental activities. • Increase the novelty of lessons by using films, tapes, flash cards, or small group work or by having a child call on others.

6. Cont. • Incorporate the children’s interests into a lesson plan. • Structure in some guided daydreaming time. • Give simple, concrete instructions, once. • Investigate the use of simple mechanical devices that indicate attention versus inattention. • Teach children self-monitoring strategies. • Use a soft voice to give direction. • Employ peers or older students or volunteer parents as tutors. • http://www.childdevelopmentinfo.com/learning/teacher.shtml

7. 6. Perspective of Parents and Families • Parents and families have trouble when their child is diagnosed with ADHD, because they do not have an understanding of the disorder. Some parents realize their child’s hyperactivity prior to schooling, but they are not in diagnosed till they are in school. Parents often seek support to see how they might be able to help their students to learn through the disability.

8. 7. Trends and Issues • Fancy new drugs that claim to lower the student’s hyperactivity are off and on the market. Students prescribed stimulant medications are less likely to use other drugs.

9. 4. How Receive Their Education • They will need help and understanding from parents guidance counselor and education system. • Once Diagnosed family may receive any educational, medical and emotional help they need. This could be recommendations of school stuff, seeking out more opportunities in the classroom setting, selecting the right meds and helping parents manage their child’s behavior

11. Answers • 1. 2 million children in the United States are diagnosed with ADHD • 2. Yes, because more students have been accurately diagnosed as ADHD, but there also may be an increase in the number of students with ADHD • 3. There are 4 categories of behaviors/ characteristics of ADHD students, those are; Inattention, hyperactivity, impulsivity, Emotional Instability. They have difficulty with concentration, short-term memory slippage, procrastination, problems organizing ideas and belongings, tardiness, impulsivity, and weak planning and execution.

12. Answers 2 • 4. Students with ADHD can’t pay attention for extended periods of time, are not organized, and are tardy therefore they miss material. • 5. The differences occur in a variety of settings, a child who cant be still or is otherwise disruptive will be noticeable in school, but the inattentive day dreamer may be overlooked • 6. National Institute of Mental Health. Students are “exceptional” because they have a cognitive disability. They have a challenge that they cannot control, and it impairs their learning. They need special assistance to learn. • http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml