1 / 11

Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder. What is ADHD?. Attention-Deficit/Hyperactivity Disorder No longer called ADD Characterized by age-inappropriate inattention, hyperactivity, and impulsivity Considered a biological disorder

Rita
Download Presentation

Attention-Deficit/Hyperactivity Disorder

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Attention-Deficit/Hyperactivity Disorder

  2. What is ADHD? • Attention-Deficit/Hyperactivity Disorder • No longer called ADD • Characterized by age-inappropriate inattention, hyperactivity, and impulsivity • Considered a biological disorder • Children with ADHD likely have at least 1 parent with ADHD

  3. How common is ADHD? • Affects about 4 to 6% of school-aged children • At least 1 childin every regular education classroom. • Contrary to popular belief, ADHD is under-diagnosed. • Gender differences • Males are 2.5-5.6 times more likely to be diagnosed. • Ethnic & cultural differences • Similar prevalence rates in other countries, depending on criteria used. • Differences in expectations of behavior may influence diagnosis.

  4. DSM-IV Symptoms of Inattention (IA) • Poor attention to details/makes careless errors • Difficulty sustaining attention • Does not seem to listen when being spoken to directly • Does not follow through on instructions/fails to finish tasks • Difficulty organizing tasks and activities • Avoids tasks that require sustained mental effort • Loses things necessary for tasks or activities • Easily distracted by extraneous stimuli • Forgetful in daily activities

  5. DSM-IV Symptoms of Hyperactivity/Impulsivity (H/I) • Difficulty playing or engaging in activities quietly • Always "on the go“/ "driven by a motor” • Talks excessively • Blurts out • Difficulty waiting in lines or awaiting turn in games • Interrupts or intrudes on others • Runs about or climbs on things inappropriately • Fidgets with hands or feet or squirms in seat • Leaves seat in situations in which remaining seated is expected

  6. DSM-IV Criteria for ADHD • At least 6 symptoms of Inattention and/or Hyperactivity-Impulsivity lasting >6 months. • Symptoms present before age seven. • Symptoms are present in at least two settings (e.g., school, home). • Significant impairment in social, academic, or occupational functioning. • Not due to another disorder.

  7. DSM-IV ADHD Subtypes • Predominantly Inattentive Type • At least 6 inattentive symptoms. • Less noticeable by parents and teachers than other types. • Predominantly Hyperactive-Impulsive Type • At least 6 Hyperactive-Impulsive symptoms. • More common in younger children. • Combined Type • At least 6 symptoms of IA and 6 symptoms of H/I. • Most common subtype. • Highest level of associated impairment.

  8. Associated Problems • Negative relationships with parents & teachers • Negative relationships with peers & siblings • Poor academic functioning • Poor self-esteem • Higher likelihood of developing defiant, oppositional and/or aggressive behavior problems

  9. Evidence-Based Treatments for ADHD • Behavior modification • Behavioral Parent Training • Behavioral Classroom Interventions • Stimulant medication • Combined treatment • Behavioral-pharmacological interventions

  10. Behavior Modification • Behavioral Parent Training • Teaches parents skills to help manage child’s behavior, reduce parent-child conflict, and cope with difficulties of raising a child with ADHD. • Helps parents implement “token economy” in the home for problematic behavior. • Behavioral Classroom Interventions • Focus on implementing behavior modification program that targets behaviors that interfere with learning • E.g., providing rewards for on-task behaviors

  11. Stimulant Medication • Extensive research has shown that stimulants: • Are a highly effective short term treatment. • Decrease disruption in the classroom. • Increase academic productivity and on-task behavior. • Improve teacher ratings of behavior. • However… • Stimulants may reduce symptoms, but do not improve all areas of impairment. • If used, stimulants should always be combined with behavior management.

More Related