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Chapter Seven

Chapter Seven. Individuals with Attention Deficit Hyperactivity Disorder. Defining Attention Deficit Hyperactivity Disorder (ADHD).

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Chapter Seven

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  1. Chapter Seven Individuals with Attention Deficit Hyperactivity Disorder

  2. Defining Attention Deficit Hyperactivity Disorder (ADHD) • ADHD is described as “a persistent pattern of inattention and/or hyperactive impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.” (American Psychiatric Association, 2000) • Three subtypes: ADHD predominately in-attentive type, ADHD predominantly hyperactive-impulsive type, and ADHD combined type • ADHD is not a separate disability category (it is in the Other Health Impaired category) • Students with ADHD may be eligible for special education or Section 504 services

  3. Diagnostic Criteria for ADHD

  4. Diagnostic Criteria for ADHD (continued)

  5. Brief History of the Field • 1902- “defective moral conduct” • 1930s- discovery of stimulant medications • 1940s and 1950s- research regarding distractibility issues • 1950s and 1960s- “minimal brain injury” • 1960s- “hyperactive child syndrome” • 1980s- shift of focus to observable behaviors rather than speculating about brain injury

  6. Prevalence of ADHD • Affects 3% to 5% of school-aged children (an estimated 2 million children, 2006) • ADHD is one of the most chronic childhood conditions • There has been an increase in recent years in the number of students identified in the Other Health Impaired category • Boys are more likely than girls to receive a diagnosis of ADHD

  7. Suspected Etiologies of ADHD • Neurological dysfunction • Hereditary factors • Environmental factors

  8. Areas of the Brain Suspected of Affecting ADHD

  9. Characteristics of Students with ADHD

  10. Assessment of Students with ADHD • Multidimensional evaluation process • Medical evaluation • Behavioral/educational evaluation Important related terms: • DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) • Rating scales

  11. Educational Considerations • It is not possible to determine accurate statistics regarding the educational placement of students with ADHD due to their inclusion in the Other Health Impaired category. • It seems a safe assumption that most students with ADHD receive some or all of their education in the regular education classroom. • Many students with ADHD may receive accommodations under special education or Section 504 services.

  12. Accommodations to Assist Students with ADHD

  13. Important Considerations • Functional Behavioral Assessment (FBA) • Self-regulation • Home-school collaboration • Instructional modifications • Medication

  14. Comparison of Psychostimulant Medications

  15. Characteristics of Adolescents and Adults with ADHD

  16. Issues of Diversity • ADHD diagnosis may reflect cultural biases of the evaluators • Difficulty in identification of ADHD in individuals from culturally or linguistically diverse backgrounds

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