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ADD/ADHD

ADD/ADHD. By: Melissa Francke. What is ADHD. Attention Deficit Disorder now named ADHD Attention Deficit Hyperactive Disorder: Subdivides into three categories: Predominantly Inattentive Predominantly Hyperactive- Impulsive Combined. Information.

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ADD/ADHD

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  1. ADD/ADHD By: Melissa Francke

  2. What is ADHD • Attention Deficit Disorder now named ADHD • Attention Deficit Hyperactive Disorder: • Subdivides into three categories: • Predominantly Inattentive • Predominantly Hyperactive- Impulsive • Combined

  3. Information • Kids with ADHD act may without thinking, may be hyperactive, and may have trouble focusing. • They might understand what's expected of them, but they have trouble following through because they can't sit still, pay attention, or attend to details. • ADHD is one of the most common neurobehavioral disorders of childhood. • It is usually first diagnosed in childhood (usually when a child begins school)and often lasts into adulthood. • Children with ADHD have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), and in some cases, are overly active.

  4. Signs and symptoms A child with ADHD might: • have a hard time paying attention • daydream a lot • not seem to listen • be easily distracted from schoolwork or play • forget things • be in constant motion or unable to stay seated • squirm or fidget • talk too much • not be able to play quietly • act and speak without thinking • have trouble taking turns • interrupt others • The difference between a child with ADHD and one without, is that these symptoms are present over a longer period of time and occur in different settings. • They impair a child's ability to function socially, academically, and at home

  5. Statistics • Approximately 9.5% or 5.4 million children 4-17 years of age have been diagnosed with ADHD, as of 2007. • The percentage of children with a parent-reported ADHD diagnosis increased by 22% between 2003 and 2007. • Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of 5.5% per year from 2003 to 2007. • Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD. • Rates of ADHD diagnosis increased at a greater rate among older teens as compared to younger children. • The highest rates of parent-reported ADHD diagnosis were noted among children covered by Medicaid and multiracial children. • Prevalence of parent-reported ADHD diagnosis varied substantially by state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina.

  6. Symptoms of Inattentive Type 1. Inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities 2. Difficulty with sustained attention in tasks or play activities apparent listening problems 3. Difficulty following instructions 4. Problems with organization 5. Avoidance or dislike of tasks that require mental effort 6. Tendency to lose things like toys, notebooks, or homework 7. Distractibility 8. Forgetfulness in daily activities

  7. Hyperactive- Impulsive Type • Fidgeting or squirming • Difficulty remaining seated • Excessive running or climbing • Difficulty playing quietly • Always seeming to be "on the go“ • Excessive talking • Blurting out answers before hearing the full question • Difficulty waiting for a turn or in line • Problems with interrupting or intruding

  8. Combined Type Involves a combination of the other two types and is the most common It is important to remember they aren't "bad," "acting out," or being difficult on purpose. They have difficulty controlling their behavior without medication and/or behavioral therapy

  9. Causes • ADHD has biological origins that aren't understood. • Possible genetic and environmental links. • Certain areas of the brain are about 5% to 10% smaller in size and activity in kids with ADHD. • Chemical changes in the brain also have been found. • Links have been remade to: • smoking during pregnancy • Premature birth • very low birth weight • injuries to the brain at birth. • It has even been suggested a link between excessive early television watching • to 1 to 2 hours per day, or less, of quality television programming.

  10. Coexisting conditions in 2/3 • Oppositional Defiant Disorder (ODD) • Conduct Disorder (CD) • Mood Disorder • Anxiety Disorder • Learning Disabilities

  11. Oppositional Defiant Disorder (ODD) and Conduct Disorder(CD) • At least 35% of kids with ADHD also have oppositional defiant disorder(ODD) • characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. • Conduct disorder (CD)is similar but features more severe hostility and aggression. • Kids who have conduct disorder are more likely to get in trouble with authority figures and, later, possibly with the law. • Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.

  12. Mood Disorder • About 18% of kids with ADHD, particularly the inattentive subtype, also experience depression. • They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self- esteem.

  13. Anxiety Disorders • Affect about 25% of kids with ADHD. • Symptoms may be: • Psychological- excessive worry, fear, or panic • Physical- racing heart, sweating, stomach pains, and diarrhea. • Obsessive- compulsive disorder • Tourette syndrome • Motor or vocal tics (movements or sounds that are repeated over and over).

  14. Learning Disabilities • About half of all kids with ADHD also have a specific learning disability. • The most common learning problems are with reading and writing. • ADHD isn't categorized as a learning disability, but it does interfere with concentration and attention, making it more difficult for a child to perform well in school.

  15. Treatment • ADHD can't be cured, but it can be managed • ADHD is best treated with a combination of medication and behavior therapy. • require close follow-up and monitoring • Medication can be stimulants, non-stimulants, or anti-depressives

  16. Medications • Stimulants are the best-known treatments • Some require several doses per day, each lasting about 4 hours • Some last up to 12 hours. • Possible side effects include decreased appetite, stomachache, irritability, and insomnia. • no evidence of long-term side effects. • Non-stimulants • appear to have fewer side effects than stimulants • can last up to 24 hours. • Antidepressants • may lead to a rare increased risk of suicide in children and teens.

  17. Behavioral Therapy • Behavioral therapy attempts to change behavior patterns by: • reorganizing a child's environment • giving clear directions and commands • setting up a system of consistent rewards for appropriate behaviors • negative consequences for inappropriate ones

  18. ADHD in the Classroom Kids with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. A student could have a 504 or an IEP, depending on the circumstances. Students have more rights under an IEP than a 504.

  19. Strategies • Create a routine. • Post the schedule • Get organized. • A place for everything • Avoid distractions. • Limit choices • Try not to overwhelm or over stimulate.

  20. Use clear, brief directions • Use goals and rewards. • Use a chart to list goals and track positive behaviors, then reward (baby steps). • Discipline effectively. • Use timeouts or removal of privileges as consequences for inappropriate behavior. • Help discover a talent. All kids need to experience success to feel good about themselves. • Finding out what they do well • Encouragement can boost social skills and self-esteem.

  21. Reduce seating distractions. • Use a homework folder for parent-teacher communications. • The teacher can include assignments and progress notes • Break down assignments. • Keep instructions clear and brief • breaking down larger tasks into smaller, more manageable pieces. • Provide positive reinforcement. • Always be on the lookout for positive behaviors. • offer praise when the child stays seated, doesn't call out, or waits his or her turn • instead of criticizing when he or she doesn't.

  22. Be sensitive to self-esteem issues. • Provide feedback to them in private • avoid asking them to perform a task in public that might be too difficult. • Teach good study skills. • Underlining, note taking, and reading out loud can help them stay focused and retain information. • Supervise. • Check that the child has the correct books and materials. • Sometimes they can be paired with a buddy to can help them stay on track.

  23. Assistive Technologies/Reading • Audio books and reading software • Audible.com and bookshare.org • Kurzweil 3000 (kurzweiledu.com) • Optical character recognition (OCR) • WYNN Literacy Software Solution (freedomscientific.com) • Quicktionary 2 Scanning Translator and Reading pen Basic Edition (both available at wizcomtech.com) • Speech synthesizers/screen reader systems • Aspire Reader 4.0 (axistive.com) • ClassMate Reader (humanware.com) • Read&Write Gold (texthelp.com)

  24. Math • Electronic math worksheet software • MathPad and MathPad Plus (cambiumlearning.com) • MathTalk (mathtalk.com) • Talking calculators have a built-in speech synthesizer that reads aloud each number, symbol, or operation key a student presses, as well as the answer • The aural feedback lets an attention deficit student know whether he pressed the right keys and verifies the answer before he transfers it to paper • Independent Living Aids (independentliving.com) • MaxiAids (maxiaids.com) • AbleData (abledata.com)

  25. Writing • Portable word processors • AlphaSmart Writer Learning Neo (renlearn.com) • Fusion (writerlearning.com) • QuickPad (quickpad.com) • Speech-recognition program • Dragon NaturallySpeaking (nuance.com) • Simply Speaking (simplyspeakinginc.com) • ViaVoice (nuance.com) • MacSpeech (macspeech.com) • Word-prediction software • Aurora Suite (aurora-systems.com) • Co:Writer (donjohnston.com) • EZ Keys (words-plus.com) • WordQ (wordq.com)

  26. Long Term Prognosis • ADHD is a disability. • Not a myth • There is no cure. • Help to manage is available. • As teachers- Work with students and parents to provide the safest, most non-restrictive environment, with the least amount of tension and the highest regard for individuality. • If we, as teachers work to help our students, our students have a good standing shot at success.

  27. References • Center for Disease Control information on ADHD. 10/14/2011. Web. http://www.dc.gov/ncbddd/adhd/facts.html • ADDitude, living with attention defecate. 10/14/2011. Web. http://www.additudemag.com/adhd/article/6585-4.html • Special needs research guide. 10/14/2011. Web. http://www.stanford.edu/group/cubberley/research_guides/Special%20Needs • Vaughn, S., Bos,C.S.(2011) Teaching Students who are exceptional, diverse, and at risk in the general education classroom. Teaching students with learning disabilities and attention deficit hyperactivity disorder. 160-172. New Jersey: Pearson. Print. • Vaughn, S., Bos,C.S.(2009) Stratigies for Teaching Students with learning and behavioral problems. (7th ed.). New Jersey: Pearson. Print.

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