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ADHD - Attention Deficit/ Hyperactivity Disorder

ADHD - Attention Deficit/ Hyperactivity Disorder. Disability Information Session UC Clermont April 28, 2009. Exercise. ADHD Self-Report Scale Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at:

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ADHD - Attention Deficit/ Hyperactivity Disorder

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  1. ADHD -Attention Deficit/ Hyperactivity Disorder Disability Information Session UC Clermont April 28, 2009

  2. Exercise • ADHD Self-Report Scale • Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at: • http://www.pbs.org/wgbh/misunderstoodminds/attentionbasics.html

  3. Diagnostic Considerations • DSM-IV-TR is used to make formal diagnosis • Diagnosis should only be made by a qualified health professional or physician experienced with ADHD • Educational institutions should not be making this diagnosis or telling students they have ADHD!

  4. 3 Major Categories of ADHD • Primarily Inattentive Subtype. The individual mainly has difficulties with attention, organization, and follow-through. • Primarily Hyperactive/Impulsive. The individual mainly has difficulties with impulse control, restlessness, and self-control. • Combined Subtype. The individual has symptoms of inattention, impulsivity, and restlessness. • Intensity of symptoms range from mild to severe.

  5. Diagnostic Considerations • Females are typically inattentive type and males are typically hyperactive/impulsive or combined type. • ADHD mimics many other disorders which should be ruled out before making a diagnosis. This makes it problematic to properly diagnose.

  6. Treatment Options • Medication (17 known to help with ADHD) *Stimulant vs. non-stimulant meds *Short-acting vs. long-acting • Behavioral Therapy • Medication combined with Behavioral Therapy (*Most successful treatment)

  7. To Medicate or Not Medicate: That is the Question… • Stigma towards medication • Side effects of medication (poor appetite/weight loss/sleep disturbance/irritability) • Changes in dosing needed due to body’s tolerance to medication, growth in children) • Some people feel it prevents creativity

  8. Co-Morbid Conditions • Disruptive Disorders (Conduct Disorder, Oppositional Defiant Disorder) • Mood Disorders (Bipolar Disorder, Depression) • Anxiety Disorders • Tics/Tourettes Syndrome • Learning Disabilities

  9. What Does the Research Say? • ADHD affects approximately 5-8% of school-aged children. 60% of these children will have symptoms that persist into adulthood – 4% of adult population (www.chadd.org). • You cannot “outgrow” ADHD. If you have a mild form, you can develop strategies to manage symptoms more effectively. • UCC 37/131 students enrolled with primary code of AD for 09S. Many of these students have another diagnosis.

  10. Educational Implications Academic vs. Personal • Academic issues include poor time management and organization; poor study skills; and difficulty with reading • Personal issues include difficulty with social skills; high levels of frustration; sleep disturbance; and procrastination

  11. Educational Implications • Students frequently suffer from poor self-esteem because they have always struggled with school. • Faculty may think these students are unmotivated or lazy. • Executive functioning difficulties http://www.chadd.org/AM/Template.cfm?Section=Especially_For_Adults

  12. Common Accommodations • Extended Testing Time (Tests & Quizzes) • Distraction-Reduced Environment • Reader • Notetaker • Tape Recorder • Alternate Text • Assistive Technology *Inspiration *Kurzweil

  13. Successful Strategies • Using a calendar system (paper or electronic) • Highlighting syllabus (especially for due dates) • Weekly meeting (check-in with advisor to help stay on track) • ADHD Coaching

  14. What Can Faculty Do? • Offer variety in your delivery of material. Plan a lecture one class and group work the next class. • Offer a mix of assessment styles on tests. Combine multiple choice/short answer/essay questions to keep things interesting. • Allow students to move around the classroom, chew gum, doodle, etc. This will often provide the necessary input needed to re-adjust their nervous system.

  15. Resources • http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml • www.chadd.org • http://www.additudemag.com/

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