Attention Deficit Hyperactivity Disorder In Children And Adolescents

I. Features Of ADHD The Bermuda Triangle Inattention Disorganization Hyperactivity ADHD with External Hyperactivity ADHD without External Hyperactivity DSM-IV criteria

II. Neurology of ADHD What is the forebrain? Executive Functions What are neurotransmitters? Norepinephrine and Dopamine Inhibitory response and re-uptake Effects of Glucose metabolism pathways

The ADHD Brain

III. Recent Research on What Works Behavioral Interventions Cognitive Interventions Modifications and supports in the classroom Myths and Misconceptions Medications Dr. Russell Barkley 2006 Effects Side Effects

Further Resources Websites I & RS Committee Child Study Team www.CHADD.org www.help4ADHD.org www.spannj.org I & RS Committee Child Study Team

V. Executive Skills Executive Skills are the tools we use to regulate our behavior Allow us to: -plan -organize -sustain attention -persist to complete a task Manage our emotions Memorize information Self-regulate

Modifying and guiding our behavior Executive Skills Executive Skills play a large role in: Problem Solving Goal Setting Modifying and guiding our behavior

Development of Executive Skills -Our Executive Skills begin to develop in infancy and continue to develop well into adolescence -The development of our executive skills can be affected by genes and our environment (social and biological) sometimes leading to deficits in executive functioning

Developmental Tasks Requiring Executive Functioning Keeping track of belongings Following Rules Bringing home books and assignments Completing homework and classwork Planning out projects Keeping track of our school schedule Time Management Organization Study Skills Attention Span

ADHD and Executive Skills Many children with ADHD show deficits in their Executive skills such as: -poor organization -poor time management skills -poor study skills -decreased ability to sustain attention

HOMEWORK IS OFTEN A BATTLE!!!!!

Homework Survival Create a good work environment Find a quiet workspace Limit distractions ( TV, phone, radio) Choose a location that is close to you Make sure all supplies are in place before beginning Some children may benefit from soft instrumental music in the background to help block out auditory distractions

Homework Survival Helping With Preparation and Structure Monitor agenda (both parent and teacher) Create Daily “Getting Ready to Go Home” checklist Utilize teacher websites to confirm homework assignments Create a homework list each night and check off each task as it is completed

Homework Survival Helping With Preparation and Structure Cont’d -Divide assignments into smaller chunks -Allow for short breaks in between tasks -Plan what can be done once homework is finished -Build in choices whenever possible

-Post the project assignment somewhere visible at home Homework Survival LONG TERM PROJECTS -Post the project assignment somewhere visible at home -Pull out the calendar and map out a plan for completion, starting backwards from the due date -Breakdown the project into smaller task to avoid overwhelming your child

Homework Survival Helping During Homework Be Available for help Monitor progress and check in often Verbal prompts and reminders Visual cues- checklists, timer, schedule PRAISE and ENCOURAGEMENT Positive Reinforcement never hurts! (rewards and incentives for completion)

Using Rewards and Incentives Homework Survival Using Rewards and Incentives -Focus on problem behavior and set goal Come up possible rewards and contingencies Create a reward menu and point system with both immediate and long term rewards Use a homework contract signed by you and your child Evaluate your system often and change when necessary

Resources Dawson, Peg and Guare, Richard. Executive Skills in Children and Adolescents, New York, NY: Guilford Press, 2004. Reif, Sandra. The ADHD Book Of Lists , San Francisco, CA: Jossey-Bass, 2003.