ADHD ADD/ADHD AND THE GIFTED STUDENT

Attention deficit (hyperactivity) Disorder ADHD/ADD What is it? ADHD/ADD Who can have it? ADHD/ADD How can they achieve their potential ?

These twice exceptional students may have LAYERS of abilities and disabilities that can hide behind each other, deceiving the most discerning observer.

1  Hyperactivivity 2  Impulsivity 3  Inattentiveness Just what is attention deficit hyperactivity disorder? There are three primary characteristics of the ADHD student

Hyperactivity Difficulty Staying Seated Constant Movement Excessive Talking Fidgeting Bouncing, Jumping

Difficulty waiting for turns Interrupting conversations or activities Blurting out answers Acting recklessly Not considering consequence Impulsivity

Inattentiveness Easily Distracted Does Not Listen Difficulty Following Directions Does Not Complete Tasks Problems with Organization

ADHD OR NOT -- How can I tell? ADHD/ADD  Signs & symptoms appear by age 7  Symptoms present at home, school, and play  Symptoms cause underachievement at school Mistaken Identity  Symptoms occur only in certain situations  Medical conditions, stress, or psychological disorders  Often confused with learning disability

Inattentive, but not hyperactive or impulsive Hyperactive and impulsive, but able to pay attention Hyperactive, Inattentive, and Impulsive (most common)

According to the Centers for Disease Control (CDC)...  Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD  The percentage of children with an ADHD diagnosis continues to increase  Boys (13.2%) are more likely than girls (5.6%) to ever be diagnosed with ADHD.  The average age of ADHD diagnosis was 7 years of age, but children reported by their parents as having more severe ADHD were diagnosed earlier.

MYTHS ABOUT ADD/ADHD  Myth #1: All kids with ADD/ADHD are hyperactive.  Fact: Some children with ADD/ADHD are hyperactive, but many others with attention problems are not. Children with ADD/ADHD who are inattentive, but not overly active, may appear to be spacey and unmotivated.  Myth #2: Kids with ADD/ADHD can never pay attention.  Fact: Children with ADD/ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.  Myth #3: Kids with ADD/ADHD could behave better if they wanted to.  Fact: Children with ADD/ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn’t mean they’re acting out on purpose.  Myth #4: Kids will eventually grow out of ADD/ADHD.  Fact: ADD/ADHD often continues into adulthood, so don’t wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.  Myth #5: Medication is the only treatment option for ADD/ADHD  Fact: Medication is often prescribed for attention deficit disorder, but it might not be the best option for your child. Effective treatment for ADD/ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.

Children with ADD or ADHD: -are often extremely creative and imaginative -are frequently great problem-solvers -can be very observant and discerning -may consider options and be very flexible /spontaneous -are enthusiastic and interested in lots of things -have lively personalities with energy and drive -may be gifted intellectually or artistically AND THE GOOD NEWS IS...

Trying to help is sometimes like -- Trying to fit a round peg into a square hole !... into a square hole ! leading to many frustrations on the part of teachers, parents, and students

HELP IS POSSIBLE ! #1: DON’T WAIT! GET PROFESSIONAL HELP. THE SOONER THE CHILD IS DIAGNOSED, THE SOONER TREATMENT CAN BEGIN! #2: TREATMENT OPTIONS INCLUDE THERAPY, DIET AND EXERCISE PLAN, AND MODIFYING HOME AND SCHOOL ENVIRONMENTS TO MINIMIZE DISTRACTIONS. #3: PARENTS, TEACHERS, DOCTOR, AND THERAPISTS ALL WORK TOGETHER TO DESIGN A TREAT MENT PLAN THAT MEETS THE CHILD’S SPECIFIC NEEDS.

BEHAVIOR THERAPY BEHAVIOR THERAPY TREATMENT TAKES DIFFERENT SHAPES... PARENT EDUCATION PARENT EDUCATION SOCIAL SUPPORT SPECIALIZED TRAINING MEDICATION STRATEGIES

... BUT WITH EVERYONE WORKING TOGETHER, ALL THESE PARTS CAN MAKE A WHOLE! SUCCESS

REFERENCES Barkley, R.A., (1989). Attention deficit hyperactivity disorder. In E. Marsh & R.A. Barkley (eds.). Treatment of childhood disorders. NY: Guilford Press. Baum, S., Renzulli, J. S., & Hebert, T. P. (1995). The prism metaphor: A new paradigm for reversing underachievement (CRS95310). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented. Jordan, D. R. (1992). Attention deficit disorder (2nd ed.). Austin, TX: Pro-Ed.