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Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Learners with Attention Deficit Hyperativity Disorder (AD/HD). Attention-Deficit/Hyperactivity Disorder. Most commonly diagnosed childhood psychiatric disorder Great deal of controversy and misconceptions

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Learners with Attention Deficit Hyperativity Disorder (AD/HD)

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  1. Learners with Attention Deficit Hyperativity Disorder (AD/HD)

  2. Attention-Deficit/Hyperactivity Disorder • Most commonly diagnosed childhood psychiatric disorder • Great deal of controversy and misconceptions • “He’ll grow out of it” “It’s just a matter of self-control” “Poor parenting” “Food additives” “Fast-paced culture” “Too much TV and Nintendo” • Are psychotropic medications given too much? Too little?

  3. New labels for an old disability? • http://www.fln.vcu.edu/struwwel/philipp_e.html

  4. New labels for an old disability? • Moral deficit, minimal brain dysfunction, hyperkinesis, hyperactivity, ADD == • Attention-deficit/hyperactivity disorder [AD/HD] • 1902: George Still’s theory of subtle brain injury • 1917-18: The Great Flu Epidemic – left some children with impaired attention, memory, and impulse control (similar to Still’s patients) • BIG ISSUE: free will or determinism?

  5. Definitions • What does IDEA say about AD/HD? • Now mentioned directly in new regs under OHI • “is due to . . . Attention deficit hyperactivity disorder . . . Adversely affects a child’s educational performance.” • Most often, the DSM-IV definition is used:

  6. DSM-IV • “The essential feature of AD/HD is a persistent patternof inattention and/or hyperactivity-impulsivity that is more frequent and severethan is typically observed in individuals at a comparable level of development.” • Before age 7 and for 6 months

  7. Characteristics • AD/HD kids differ from peers in ability to concentrate and control impulses • Not all are hyperactive – some are hypoactive • Three main subtypes of AD/HD: (yes, a slash) • 1. Predominately inattentive type • 2. Predominately hyperactive-impulsive type • 3. Combined (inattentive and hyperactive)

  8. 1. Predominately Inattentive type • Trouble paying attention • Easily distracted • Forgetful and “spacey” • Daydreamers • Confused, lost in thought • Stares, seems apathetic • ADD • Often girls

  9. Predominately Hyperactive-Impulsive • Cannot seem to sit still • Talk excessively • Have difficulty playing quietly • “Challenging” to parents and teachers • Bedwetting, sleep problems • Temper tantrums

  10. Combined type • ADHD without the slash • As many as 85% of AD/HD kids are ADHD • Barkley feels that inattentive type is significantly different from the hyperactive/impulsive and the combined types • Inattentive’s core problem is focused or selective attention • Other 2 have problems with poor goal-directed persistence and interference control (inhibiting distraction) • One has problems getting started, other with finishing

  11. A Conceptual Model of Self-regulation Characteristics • Barkley now theorizes that difficulty with behavioral inhibition is the big problem here • By this, we mean the ability to: • A) delay personal gratification or reinforcement • B) interrupt an ineffective response to replace it with a more effective behavior • C) Continue with a desirable behavior despite interference • A,B,C affect executive functions and time perception • Disability of performance, not skill

  12. What Are These 4 “Executive Functions?” • Not publicly observable • Purpose is to internalize behavior to plan for change and the future • 1. Nonverbal working memory: Allows students to recover auditory, visual, and other sensory images of the past • 2. Internalization of speech: Ability to talk to yourself, plan what you will do or say, recognize when it is appropriate to speak your thoughts out loud.

  13. More executive functions • 3. Self-regulation of affect, motivation, and arousal. • Barkley: “lack the drive, in the presence of external rewards, that fuels the individual’s persistence in goal-directed actions.” • 4. Reconstitution: The skill of analyzing and synthesizing behaviors. • Breaking tasks up into component steps

  14. Time Perception • This is also a problem, in addition to executive functions • Overestimate time intervals • Perception that time moves more slowly • Procrastinate – think they have more time

  15. Causes of AD/HD • Too much sugar? • Too little sugar? • Aspartame? • Food sensitivity? • Food additives? Colors? • Lack of certain vitamins? • TV? Video games? • Yeast? Lightning? • Fluorescent lights? • Allergies?

  16. Environmental Explanations • Poor parenting? • Research does not support this (Barkley) • Often sibs are not AD/HD • Perhaps negative behavior of mothers is a reaction to their child’s AD/HD rather than the cause • Stress in the family? Too short term, really

  17. Biological Explanations • Big area of study right now • Two areas of research interest: • 1. Pre-, peri-, and postnatal trauma • 2. Brain differences resulting from faulty genes

  18. Pre-, peri-, and postnatal trauma • Certain teratogens increase the likelihood that a child will develop AD/HD • Maternal smoking • Alcohol/Drug abuse • Poor maternal nutrition • Mother’s exposure to chemical poisons • Accounts for 20-30% of AD/HD in boys, less in girls

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