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ADHD-Inattentive Subtype

The inattentive subtype of ADHD is often associated with co-occurring learning disabilities and a higher likelihood of being retained in the first grade compared to peers with hyperactivity. Individuals may exhibit an attentional bias towards novelty rather than focus. This can result in selectiv attention (failing to engage with essential details) and sustained inattention (difficulty persisting on tasks). Effective interventions include tailored accommodations and psychostimulants, promoting academic competence while mitigating challenges associated with attention deficits.

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ADHD-Inattentive Subtype

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  1. ADHD-Inattentive Subtype

  2. Prevalence

  3. Academic Characteristics • Frequently have co-occurring learning disabilities • Are more likely to be retained in first grade than students with hyperactivity. Spend more energy trying to avoid homework than in doing it

  4. NOT attentional deficit: But an attentional bias • Seeking stimulation by paying attention to novelty: • externally (sights, sounds, smells, tastes, aggression) • internally (daydreaming, thought, emotionality) • Results in two types of “inattention” (see next slide)

  5. I. Selective Inattention II. Sustained Inattention Attention Characteristics

  6. I. SELECTIVE ATTENTION • Fails to attend to neutral cues and information in new tasks & settings, fails to GET ON TRACK, & can get LOST: • Initially • With details • With descriptions • With overlapping backgrounds (Not paying attention to important information that occurs early in a task, setting, or experience.) • Fails to attend to internal cues, such as thoughts, values, strategies, feelings

  7. II. SUSTAINED INATTENTION Off-task visually Off-task cognitively (daydreams) Off-task verbally--changes topics in conversation Changes activities and does not maintain routines Fails to STAY ON TRACK or persist and shows poor performance on tasks that: • Are long • Are repetitive • Require holding information in mind (mental math, multiple step directions, planning, etc.)

  8. GOAL NEED FOR ACADEMIC COMPETENCE

  9. Tasks in Support of Academic Competence • Change of tasks • Less time on task (poems and chapters) • 3. Self-paced tasks (computers)

  10. Tasks (continued) High Interest tasks 1. Adventure, Sci Fi 2. Scary, gross 3. Novel Study of Fables -- 2 versions • Unfamiliar animals (orangutan vs. fox) • Emotional adjectives (angry vs. kind) • Dramatic verbs (swooped vs. walked) • Surprise endings (cut off heads vs. walked home)

  11. Study: Children with attention problems (AP) and reading problems (RP) Better performancewith high than low interest: for both RP and APon 2 high level comprehension questions (e.g., good story title) Normalized performance One comprehension question

  12. Tasks (continued) Color added produces: • 1. Less activity • 2. & improved reading accuracy (color added last 1/3)

  13. Color added to relevant information produces better: 1. Handwriting (on closure of letters) 2. Spelling (on irregular letters) 3. Art (analysis of complex designs)

  14. Do NOT add: 1. Novelty to draw attention away from words (spelling) 2. Conversations during difficult math problem-solving Especially during complex tasks, new tasks, or tasks for young children

  15. Implications for Accommodation

  16. Implications for Accommodation

  17. Cont.

  18. Accommodation Summary I. SELECTIVE ATTENTION = reduce to essentialand highlight II. SUSTAINED ATTENTION = short and sweet (e.g., active, interesting)

  19. Intervention: Psychostimulants Pros • Single most effective intervention: 75-80% for sustained attention or rote tasks Cons 1.But Placebos are also effective 40% • No long term child gains in: • Academics • Vocation • Social 3. Poor compliance 2. Can normalize mothers of children with ADHD (no longer as negative, directive)

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