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Attention Deficit/Hyperactivity Disorder

Attention Deficit/Hyperactivity Disorder. Personal Choice Assignment Carina Brackett. Interest. Did not believe in ADHD until doing research Raised to believe that ADHD was just an excuse for “bad” children I knew other children with the disorder, but did not know what it was all about

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Attention Deficit/Hyperactivity Disorder

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  1. Attention Deficit/Hyperactivity Disorder Personal Choice Assignment Carina Brackett

  2. Interest • Did not believe in ADHD until doing research • Raised to believe that ADHD was just an excuse for “bad” children • I knew other children with the disorder, but did not know what it was all about • Wanting to become a teacher has sparked my interest to learn about the diversity I may see in the classroom

  3. ADHD Myths • ADHD was created by psychiatrists, drug companies, and psychologists to create more business. • ADHD was created to provide an excuse for children with behavior issues • ADHD is over diagnosed and over treated by doctors

  4. ADHD Defined • Person that has a heightened awareness or sensitivity to environmental stimuli • Results in limited alertness to their environment • Children with the disorder are usually busy paying attention to their surroundings that their attention is directed away from what is important • Performance is negatively affected

  5. Quick Facts • ADHD is an invisible, hidden disability in that no unique physical characteristics • It is not hard to spot in classroom settings • It is usually misinterpreted as being lazy, unmotivated, and even disrespectful • Occurs in all parts of the world, in all racial and socioeconomic groups • Also effects people from all levels of intelligence • 70-80% of the cases cause problems in adulthood • Prevalence in school-age children is 3-7% • Some people with ADHD use medication to reduce the chance of inappropriate behavior

  6. Pinpointing ADHD • DSM-IV-TR is used as a guide to diagnose ADHD • Identification of the specific type of ADHD depends on the number of symptoms the person possesses • See Figure 8.2 on page 243 for criteria for diagnosing the disorder

  7. Possible Causes of ADHD • Neuroanatomical- related to brain structure • Neurochemical- related to a chemical imbalance in the brain • Neurophysiological- related to brain function • Neuropsychological- brain dysfunction

  8. To be considered ADHD… • Six or more of the nine characteristics of inattention or characteristics of hyperactivity should be demonstrated • Behaviors observed should be developmentally inconsistent • Symptoms should be observed before the age of seven . • Limitations that stem from the characteristics should be observed in two or more settings • The characteristics are not considered the result of any other disorder • Symptoms must cause significant impairment in social, academic, or occupational settings.

  9. Team Players • In the beginning ADHD assessment was conducted only by medical officials • Psychiatrists • Psychologists • Physicians • These individuals are still involved in the process, but today parents, teachers, school’s principal, and councilors are also involved in assessing the child

  10. What teachers can look for… • During long lessons, student may become bored quickly and frequently • Loss of concentration during long class periods • Find it hard to wait their turn • May not stop to think before acting or speaking • Extremely fidgety and restless • Constantly forgetting

  11. Tips to help educators • Students with ADHD get bored during group activities • Problems occur more often when student is not supervised • Students with ADHD look for immediate payoff for doing the right thing • They enjoy one on one situations • Easier for them to work early in the day • Teachers who plan meaningful experiences make an impact in the students success in their class

  12. ADHD in the Classroom • Once ADHD is diagnosed, a written IEP is recommended. • The idea is to be able to have the child be included in the general education classroom for the most of the day • It is important for the general education teacher to take responsibility for the positive learning experience of these students • Teachers must understand the condition and know how to interact with the child • Special educators collaborate with general education teachers to develop educational plans to incorporate with their curriculum

  13. Medication Therapy • Many of the students with ADHD will be prescribed medication to help them • Common medications: • Ritalin, Concerta, Adderall, Cylert • Teachers should be aware of the commonly prescribed dosages, intended effects, and possible side effects • 70-80% of children on medication have positive progress while on the medication

  14. All about the facts!! • Boys are more often diagnosed than girls. Girls are less likely to be diagnosed or treated because their symptoms are harder to spot. • Parenting and discipline styles do NOT cause ADHD. Parent involvement in treatment can help manage symptoms. • Children with ADHD have difficulty participating in long tasks, but they can focus on things that are interesting and stimulate their mind. • Most students with ADHD are successful in school and home by receiving positive feedback and reinforcement

  15. Quote on ADHD • “It’s got to be fun! If it is not fun its got to be moving! If its not moving and I’m not moving, maybe I can make it mad!”-- Zentall

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