ADHD & Children By: Marian Woerner, Collaborative Teacher Julia Ansley, School Counselor

ADHD: What is it? Attention Deficit Hyperactivity Disorder (ADHD) is a condition that robs children of their ability to focus and pay attention. ADHD impacts each child differently, but typically kids with ADHD are fidgety and easily distracted. This makes it difficult to stay "on task," whether it's listening to a teacher or finishing a chore.

Which one of these children may have ADHD? A. The hyperactive boy who talks nonstop and can’t sit still. B. The quiet dreamer who sits at her desk and stares off into space. C. Both A and B The correct answer is “C.”

Statistics:  The National Institute of Mental Health estimates 3% to 5% of kids have ADHD, but some experts believe that figure could be as high as 10%. On average, there are 1 to 3 children who have ADHD in every classroom of 30 students. Three to six more boys are diagnosed than girls. The rate of emotional development for children with ADHD is 30% slower than their non-ADD peers. For example, a 10-year-old with ADHD operates at the maturity level of about a 7-year-old; a 16-year-old beginning driver is using the decision making skills of an 11-year-old. 65% of children with ADHD have problems with defiance, non- compliance and other problems with authority figures, including verbal hostility and temper tantrums. 25% of students with ADHD have other serious learning problems in one or more of these areas: oral expression, listening skills, reading comprehension, and math. Half of all ADHD students have listening comprehension problems. http://www.additudemag.com/adhd-web/article/623.html Stats from this site

Types of ADHD: Inattentive, but not hyperactive or impulsive.  trouble focusing” Hyperactive and impulsive, but able to pay attention.  fidgety and can't control their impulses Inattentive, hyperactive, and impulsive (the most common form of ADD/ADHD). Symptoms of inattention in children: Doesn’t pay attention to details Makes careless mistakes Has trouble staying focused; is easily distracted Appears not to listen when spoken to Has difficulty remembering things and following instructions Has trouble staying organized, planning ahead, and finishing projects Gets bored with a task before it’s completed Frequently loses or misplaces homework, books, toys, or other items Symptoms of hyperactivity in children: Constantly fidgets and squirms Often leaves his or her seat in situations where sitting quietly is expected Moves around constantly, often runs or climbs inappropriately Talks excessively Has difficulty playing quietly or relaxing Is always “on the go,” as if driven by a motor May have a quick temper or a “short fuse” Symptoms of impulsivity in children: Acts without thinking Blurts out answers in class without waiting to be called on or hear the whole question Can’t wait for his or her turn in line or in games Says the wrong thing at the wrong time Often interrupts others Intrudes on other people’s conversations or games Inability to keep powerful emotions in check, resulting in angry outbursts or temper tantrums Guesses, rather than taking time to solve a problem http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm

Causes of ADHD: Less activity in areas of the brain that control attention. Imbalances in brain chemicals (neurotransmitters). Typically ADHD runs in families, therefore, genetics might play a role. http://www.webmd.com/add-adhd/childhood-adhd/ss/slideshow-adhd-in-children

Diagnosis of ADHD: Patient's response to questions Family's description of behavior problems School assessment A child must display some combination of inattention, hyperactivity, and impulsivity for at least six months to a degree that is maladaptive and inconsistent with his or her age. Onset of the symptoms needs to have appeared no later than age 7.

The Cycle of ADHD Dependency: Children with ADHD are typically inconsistent or unreliable in dealing with home and school responsibilities. Keeping track of… Time Instructions Assignments Possessions This under functioning is often countered by one or both parents that over functions to make sure things get done. This creates a cyclical pattern that eventually leads to a resentful parent who is carrying the load and an angry child who feels nagged.

Strategies: ADHD may be an explanation for daily responsibilities, but it’s not an excuse. Promote a sense of ownership and hold them accountable. Look for patterns during the day when the dependency cycle occurs (ex: getting ready for school, homework time) Look for immediate strategies to support greater independence and less nagging: Timer Dry erase board with reminders Color coded books and folders Established routines

Strategies: Acknowledge and praise the small steps your child takes towards ownership. Praise should far outweigh criticism. Allow your children to learn from their mistakes. If your child is truly going to “drown,” seek help because something else is going on. Promote healthier interactions through positive communication. This teaches students to respond resourcefully to their problems. Be patient and keep a sense of humor! And keep realistic expectations!

References: Barkley, R. (n.d.). Retrieved from http://www.additudemag.com/adhd-web/article/623.html Burka, A. (2008). The cycle of attention-deficit dependency. Retrieved from http://www.chadd.org/Portals/0/AM/Images/Understading/c ycledependency.pdf Empen, M. (n.d.). Retrieved from http://www.webmd.com/add- adhd/childhood-adhd/ss/slideshow-adhd-in-children Smith, M., & Segal, R. (n.d.). Retrieved from http://www.helpguide.org/mental/adhd_add_signs_symptoms. htm