Understanding and Helping Students with ADHD ADHD Myth vs. Fact Understanding and Helping Students with ADHD

MYTH #1 ADHD isn’t a real medical disorder ADHD has been recognized as a legitimate diagnosis by major medical, psychological, and educational organizations, including the National Institutes of Health and the U.S. Department of Education. The American Psychiatric Society recognizes ADHD as a medical disorder in its Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Research shows that it's a result of an imbalance of chemical messengers, or neurotransmitters, within the brain.

MYTH #1 ADHD isn’t a real medical disorder Students with ADHD demonstrate significant impairment related to inattention and/or hyperactivity and impulsivity 3 - 5 % of the school-aged population

Myth #2 Children with ADHD eventually outgrow their condition Some children stop suffering from the effects of ADHD in adolescence, however, roughly 50 percent will continue to experience symptoms in adulthood. Six percent of the adult population has ADHD, but only one in four adults seeks treatment. Adults with ADHD are highly vulnerable to depression, anxiety, and substance abuse. They often experience career difficulties, legal and financial problems, and troubled personal relationships.

MYTH #3 Only kids who are hyper have ADHD There are 3 sub-types of ADHD Predominantly inattentive Predominantly hyperactive Combined

Inattention Work often appears messy or seems performed carelessly Does not seem to listen when spoken to directly Does not follow through on instructions Has difficulty organizing tasks and activities. Avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort Loses things necessary for tasks or activities Is easily distracted by extraneous stimuli that are usually easily ignored by others Forgetful in daily activities – can’t remember class schedule, forgetting to bring lunch

Hyperactivity Fidgets with hands or feet, taps, or squirms Leaves seat in situations in which remaining seated is expected Runs about or climbs excessively in situations in which it is inappropriate Acts as if "driven by a motor" Talks excessively

Impulsivity Blurts out answers Has difficulty awaiting turn Difficulty delaying gratification Interrupts or intrudes on others - butts into conversations or games Wild mood swings

Professional Responses Acknowledge that students who have ADHD can be successful. They will probably need extra help from you to manage their behaviors. Acknowledge that ADHD is a real disorder; it is the manifestation of a real difference in brain function. Children with ADHD may need to use a different strategy or approach to learning. In planning, make be purposeful in sequencing and making accommodations so that students with ADHD can be successful.

Tips for managing symptoms Distractibility Seat students with ADHD away from doors and windows. Plan for movement. Alternate seated and not-seated classroom activities. Allow student to use headphones to listen to taped material (instrumental). Reduce the frequency of timed tests or give extended time.

Tips for managing symptoms Impulsivity Develop a behavior plan and place it where the student can see it during class. Give immediate consequences, and be clear about each specific infraction. Give praise publicly and be specific about the behavior you are praising. Post an agenda. Check off items as they are accomplished. Provide social skills instruction in and opportunities to role play and transfer appropriate social skills.

Tips for managing symptoms Fidgeting/Movement Give the student an errand or classroom job to do – a way to move that is helpful and teacher approved. Provide a stress ball, touch tabs or other manipulative for the child to use quietly at his seat. Provide appropriate alternative seating. Allow the student to chew gum.

Tips for managing symptoms Difficulty following directions Grab students’ attention by using a bell or chime. Be brief. Don’t say more than you have to. Be sequential. Rehearse your directions so that you are sure about their order. Give printed directions. Give only one step at a time. Allow the student to come back to you after each step to receive further instructions.

Tips for managing symptoms Difficulty completing assignments Enable students to word process, rather than write, assignments Permit students to record their answers on tape or to dictate their stories, essays and other long writing assignments

Tools to Consider Wobble Board - $45 Stress balls - <$1 Disc-o-sit - $13

Resources http://helpguide.org/mental/adhd_add_teaching_strategies.htm http://www.bced.gov.bc.ca/specialed/adhd/what.htm http://www.ldonline.org/article/8797 http://www.ldonline.org/article/Attention_Deficit/Hyperactivity_Disorder_Fact_Sheet http://www.additudemag.com/adhd/article/1033.html http://www.additudemag.com/adhd/article/873.html http://www.isokineticsinc.com/category/balanceproducts