ADHD at the Elementary Level By: Katie Rowell

ADHD Defined Inattention: the inability to attend and focus Hyperactivity: problems with impulsivity and self-regulation Those with ADHD can have both or one or the other ADHD is in the category of “Other Health Impairment”

Prevalence One of the largest groups of exceptional learners Approximately 5-10% of children are diagnosed with ADHD Only about 1 percent of these children qualify for special education due to severity Boys are twice as likely to be identified as girls

Etiology Possible neurological, genetic, and environmental causes Usually the causes overlap making it hard to know exact cause Neurological: Brains of kids with ADHD develop more slowly, reaching key maturation later MRI show differences in brain structure that are linked to problems with executive functioning

Etiology Continued Genetic: ADHD runs in families and is highly heritable Approx 1/3 of fathers who were diagnosed have one child who is diagnosed Environmental: complications during pregnancy, toxic chemicals in the environment, head injuries, cigarette and alcohol exposure

Characteristics Inattention, impulsivity/hyperactivity ADHD is characterized by “a pattern of behavior, present in multiple settings, that can result in performance issues in social, educational, or work settings” High distractibility Selective attention problems, sustained attention problems, high levels of verbal and motor activity are usually present

Characteristics Continued ADHD symptoms and characteristics are very situational and vary individually Students with high IQ can still have ADHD

Learning Learning in the classroom is difficult because of the high number of distractions Those with ADHD tend to have different patterns in functional connectivity, this has to do with brain exchanging information Biggest issue that ADHD presents is with the executive functioning Making plans, keeping track of time, integrating past knowledge for current decision making, evaluating ourselves and our work, knowing when we need to ask for help and regulating our behaviors Students with ADHD usually experience significantly lower academic achievement

Behavior Fidgety, loud, disorganized, disruptive, off-task or daydreaming behavior This often leads to incomplete or missing work Usually students with ADHD are absent and tardy more often

Medical Many children benefit from medication for ADHD to help with focus and attention Most common forms are stimulants that give a boost in neurotransmitter production and this increases child’s capacity for attention Medical interventions are the most common for ADHD: approx 66% kids between age 4 and 17 are medicated Most ADHD medication last between 2-12 hours and then stop being helpful Boys are 3x more likely to be medicated than girls Gives them the opportunity to learn but does not cure the ADHD

Medical Continued However, many undesirable side affects Those include: decreased appetite/weight lose, insomnia and sleep problems, nervousness, mild headaches and stomach aches More serious side affects can include: slowed physical growth, tic disorders, problems with thinking and social interactions and increased suicidal thoughts Monitor the effects of their medication in your room

Accommodations & Modifications Section 504 is usually a good fit for students with ADHD who only need minor accommodations IDEA 2004 is better for those with more intense needs and support Students with ADHD especially at the elementary level are very motivated with immediate feedback, reinforcement and rewards It would be helpful to incorporate these for those students

Accommodations & Modifications Continued… Time: untimed or extended time on assignments and tests, short breaks for movement, after school programs Structure with ENVIRONMENT: reduce distractions, arrange physical environment to match instructional goals, allow movement and physical activity Provide highlighters and sticky notes to student and explain how to use them

Accommodations & Modifications Continued… Support: Peer groups- cooperative learning, study buddy, teams for learning, “ask three before me”, think-pair-share, and assistive technology Each student with ADHD will have unique needs Get to know them and what works best for them. The school counselor will appreciate your feedback when setting up the 504 plan

Instructional Strategies Helpful for teachers to use UDL strategies Complexity: use BIG ideas to organize info, divide work into smaller units of mastery, and hands on activities Structure with CONTENT: hit big ideas, use advanced organizers, graphic organizers, thinking maps, and multiple prompts Structure with PROCESS: time lines, check points, study strategies, organizational skills When possible, for reading, allow them to choose their own books

Behavioral Strategies Goal is to eliminate behaviors that interfere with learning and increase positive behaviors Some students may need a written behavioral intervention plan Nurturing positive relationships for student with teacher and peers is really helpful Help your student with ADHD learn how to ask for help when they need it PBIS Using consistent, positive behavioral strategies helps students stay motivated and also aware of consequences for inappropriate behavior Need to be clearly displayed and reinforced

References Brown, T.E. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal of Psychiatry, (1), 79-87. Brown, T.E. (2013). A New Understanding of ADHD in Children and Adults: Executive Function Impairments. Routledge. Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating Exceptional Children. Stamford, CT: Cengage Learning. Stormont, M, A. (2008). Increase academic success for children with ADHD using stick notes and highlighters. Intervention in School and Clinic, 43(2), 305-208. NICHY (2015, February). Attention-Deficit/Hyperactivity Disorder. Retrieved from: http://www.parentcenterhub.org/repository/adhd/#teachers