By: Bo Zhong

1. A ttention eficit D yperactivity H By: Bo Zhong D isorder

2. inattentiveness, over-activity, impulsivity, or a combination

3. three groups:Lack of attention (inattentiveness)HyperactivityImpulsive behavior (impulsivity)

4. symptoms • Fails to give close attention to details or makes careless mistakes in schoolwork • Has difficulty keeping attention during tasks or play • Does not seem to listen when spoken to directly • Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace • Has difficulty organizing tasks and activities • Avoids or dislikes tasks that require sustained mental effort (such as schoolwork) • Often loses toys, assignments, pencils, books, or tools needed for tasks or activities • Is easily distracted • Is often forgetful in daily activities

5. Hyperactivity symptoms • Fidgets with hands or feet or squirms in seat • Leaves seat when remaining seated is expected • Runs about or climbs in inappropriate situations • Has difficulty playing quietly • Is often "on the go," acts as if "driven by a motor," talks excessively

6. Impulsivity symptoms • Blurts out answers before questions have been completed • Has difficulty awaiting turn • Interrupts or intrudes on others (butts into conversations or games)

7. Treatment • Set specific, appropriate target goals to guide therapy. • Start medication and behavior therapy. • Follow-up regularly with the doctor to check on goals, results, and any side effects of medications. During these check-ups, information should be gathered from parents, teachers, and the child.

8. If treatment does not appear to work, the health care provider should: • Make sure the child indeed has ADHD • Check for other, possible medical conditions that can cause similar symptoms • Make sure the treatment plan is being followed

9. MEDICATIONS • Amphetamine-dextroamphetamine (Adderall) • Dexmethylphenidate (Focalin) • Dextroamphetamine (Dexedrine, Dextrostat) • Lisdexamfetamine (Vyvanse) • Methylphenidate (Ritalin, Concerta, Metadate, Daytrana)

10. What can we do in the classroom? • Seat the child with ADD/ADHD away from doors and windows. Put pets in another room or a corner while the student is working. • Alternate seated activities with those that allow the child to move his or her body around the room. Whenever possible, incorporate physical movement into lessons.

11. Write important information down where the child can easily read and reference it. Remind the student where the information can be found. • Divide big assignments into smaller ones, and allow children frequent breaks. • Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk. • Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.

12. Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right. • Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed. Children with impulse problems may gain a sense of control and feel calmer when they know what to expect. • Ask children with ADD/ADHD to run an errand or do a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.

13. Encourage the child to play a sport—or at least run around before and after school. • Provide a stress ball, small toy, or other object for the child to squeeze or play with discreetly at his or her seat. • Limit screen time in favor of time for movement. • Make sure a child with ADD/ADHD never misses recess or P.E.

14. References • http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0002518/ • http://helpguide.org/mental/adhd_add_signs_symptoms.htm • http://www.understandingspecialeducation.com/ADHD-in-children.html