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ADD/ADHD. A disorder characterized by inappropriate degrees of attention, impulsiveness, and/or hyperactivity. Although these areas are considered to be core symptoms, all three characteristics are not necessarily present in those affected.
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ADD/ADHD A disorder characterized by inappropriate degrees of attention, impulsiveness, and/or hyperactivity.
Although these areas are considered to be core symptoms, all three characteristics are not necessarily present in those affected. • Symptoms are generally first manifested early in childhood and may persist in varying degrees throughout adult life. • The difference between Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) is the absence or presence of hyperactivity.
CHARACTERISTICS • Hyperactivity, fidgetiness and/or squirming. • Impulsivity (difficulty staying focused on an immediate task) often described by those with ADD/ADHD behavior driven by thoughts, ideas, or suggestions that race through the mind. • Inattention for "tedious" or "unexciting" mental activity, very obvious with respect to school work but not limited to formal learning experiences. • Note body posture and lack of attending visually to the task.
Falling asleep slowly and with great difficulty at night. • Waking slowly or, especially in young children, being disorganized and/or grumpy in the morning unless anticipating high excitement activity. • Spatial dyslexia (for example, writing mirror-image reversals of letters, difficulty with left-right discrimination, and difficulty properly sequencing letters, words or numbers).
Episodic explosiveness (also referred to as emotional outbursts or temper tantrums in the very young) manifest as verbal violence and/or hitting, biting, kicking etc. • Frequent bedwetting. • Unexplained and unreasonable emotional negativity. • Unexplained irritability or easy frustration over minor issues or matters, often described as "things bug me."
CAUSE • The causes of ADD/ADHD are found in the functioning of the brain. • Attention Deficit Disorder is a limiting metabolic dysfunction of the brain. When neural building materials are lacking, neurological demands cannot be fulfilled easily. • This interferes with the efficient processing of information. • Demands for new learning, memory, and the management of information cannot be satisfied, which overworks and stresses the brain.
Attention Deficit Disorder (ADD) and attention deficit hyperactivity disorder (ADHD) are a limiting metabolic dysfunction of the Reticular Activating System, the center of consciousness that coordinates learning and memory, and which normally supplies the appropriate neural connections necessary for smooth information processing and clear,non-stressful attention
When neural building materials are lacking, demand for further connectivity cannot easily be fulfilled • This interferes with the efficient processing of information, and frustrating the ADD/ADHD individual. • In other words, neural "hardware" remains in limited production (there's not enough of it), and supply cannot keep up with the demand (increasing stimulus or "traffic") for new neural connections within the Central Nervous System (CNS)
Demands for new learning, memory, and the management of information processing cannot be satisfied, and the insufficient "connections" result in existing neural pathways being repeatedly overworked and over stressed, often resulting in complete gridlock or shutdown so that nothing gets processed thereafter. • This, most noticeably, generates frustration, bewilderment, and behavioral problems in the individual.
A single cause has not been conclusively proven. Some possibilities are: • 1. Genetic/ Hereditary (strongest correlation) • 2. Brain damage (head trauma) before, after or during birth (twice as likely to have had labor> 13hrs) • 3. Brain damage by toxins (internal: bacterial and viral, external: fetal alcohol syndrome, metal intoxication, eg lead) • 4. Strongly held belief by some people (including at least one book, Feingold's "Cookbook for Hyperactive children") that food allergies cause ADD. This has *not* been proven scientifically.
Long Range prognosis • ADD/ADHD is often life-long, though hyperactivity usually improves with age. • Patients with ADD/ADHD are more likely than average to use drugs, fail or drop out of school, have financial or credit problems and get in trouble with the law; • They also are rumored to be more creative than average and many function very well.
Early treatment allows for better formation of study-habits and social skills. • 20% outgrow it by puberty but other problems can interfere. • ADD that lasts into Adulthood is referred to as ADD-RT (Residual Type).
IMPLICATIONS FOR PHYSICAL EDUCATION • Many children with ADD/ADHD experience great difficulty in school, where attention, quick cognitive processing, and motor control are virtual requirements for success. • Children with ADD/ADHD tend to have difficulty and overreact to changes in their environment. • Whether at home or in school, children with ADD/ADHD tend to respond best in structured/predictable environments.
These environments often have clear and consistent rules and expectations with defined consequences set forth ahead of time and delivered immediately. • By establishing structure and routines, parents and teachers can cultivate an environment that encourages the child to independently control his or her behavior and succeed at learning.
Adaptations which might be helpful (but will not cure ADD/ADHD) • 1. Posting daily schedules and assignments • 2. Calling attention to schedule changes • 3. Setting specific times for specific tasks • 4. Designing a quiet workspace for use upon request • 5. Providing regularly scheduled and frequent breaks • 6. Using computerized learning activities • 7. Teaching organization and study skills • 8. Supplementing verbal instructions with visual instructions • 9. Modifying test delivery
Some highlights for use in Physical education • Be aware that ADD/ADHD may not be the root of all problems. • Oftentimes other impairments like vision, communication or hearing can have similar symptoms. • Addressing the right problem will ensure the most effective results.
Structure • Structure an environment with reminders (visual and verbal), clear directions, and determined limits. • This will help to ensure a child's understanding and the ability to pay attention to important factors of a lesson plan instead of an external environment.
Make simple, posted rules • to reassure that children know their expectations. • Make frequent eye contact so that both the child and teacher are aware of any daydreaming or lack of attention. • This will bring a child “back” to an activity and give silent reassurance that you are concerned about and interested in their attention.
More helps • Repeat directions and important information so that children have many opportunities to absorb them. • Writing down directions and verbally communicating them will help to increase a child's understanding. • Give frequent feedback; this will help to keep them on track • Go for quality instead of quantity with an activity or work. • Break down large projects into small tasks; this will decrease an overwhelming project and help to increase a child's self confidence and interest in the project.
RECOMMENDED ACTIVITIES • Physical Activity helps cleansing; it brings balance and relieves stress. • Mini Trampoline jumping - rebounding! • Meditation • Walk or jog in the nature: Forest, Mountain, river /sea / lake side, beach • Yoga - Meditation, Chinese Yoga • Martial Arts: Karate, Judo, Kung Fu, Aikido • Dancing, Aerobics, Gymnastics, Stretching • Swimming in non-chlorinated water !
EFFECTIVE TEACHING STRATEGIES • 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.
In the classroom situation • 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. • Incorporate the children’s interests into a lesson plan. • Structure in some guided daydreaming time. • Give simple, concrete instructions, once. • Use a soft voice to give direction.
