Attention Deficit/ Hyperactivity Disorder Attention Deficit/ Hyperactivity Disorder DEFINITION: The essential feature of Attention- Deficit/ Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and severe than is typically observed in individuals at a comparable level of development. (APA 2000)

Prevalence Approximately 3 to 7 % of school aged children have AD/HD Identification increasing dramatically Ratio of boys to girls is 9 to 3 DSM- IV 55% combination type, 27% inattentive type, 18% hyperactive- impulsive type Vast majority are European American

Characteristics Three Subtypes:  Predominantly Inattentive Type  Predominantly Hyperactive- Impulsive Type  Combined Type

AD/HD Subtypes Characteristics Predominantly Inattentive Type Have trouble paying attention in class Are often forgetful Easily distracted Appear lethargic, apathetic, or hypoactive Internally rather than externally focused Symptoms may appear later in theses students (8-12 yrs) Predominantly Hyperactive- Impulsive Type Can not seem to sit still Often talk excessively Have difficulty playing quietly Have more difficulty with bedwetting, sleep problems, Stubbornness, and temper tantrums Combined Type Have features of inattention and hyperactivity- impulsivity 85 percent of students with AD/HD fall into this category

Myths About Causes Research has discounted many environmental explanations including myths such as: too much or too little sugar, aspartame, food sensitivity, food additives, lack of vitamins, television, video games, yeast, lightning, fluorescent lighting and allergies

Causes Biological Explanations: Certain teratogens increase the likelihood that a child will develop AD/HD (such as maternal smoking and alcohol or drug abuse, poor nutrition, and the mother’s exposure to chemicals, as well as blood pressure, age, and length of pregnancy) Postnatal trauma such as brain injuries, infections, iron deficiency, and exposure to chemical poisons also increase the probability that a child will develop AD/HD Brain research is also now revealing that AD/HD appears to be a result from failure in the part of the brain controlling inhibition and self control Researchers believe 80% of differences between students with and without AD/HD have a genetic explaination

Strategies for Teaching Students with AD/HD Classroom setup Seat students in rows not tables Keep student away from distracting areas such as windows, doors, and pencil sharpeners, also away from teacher’s desk if students will be coming up to it to ask questions Avoid using distracting bulletin boards or mobiles The teacher should place themselves in an area where all students can make eye contact An area where medication can be taken discretely may also be a necessity

Individual Work Highlight important areas such as directions, color attracts attention Emphasize quality of work not quantity to increase motivation and concentration rather than rushing Keep individual work periods short for elementary, no longer than 15 to 20 minutes followed by a break

Teaching Instruction Incorporate all three types of learning including auditory visual and kinesthetic methods Use varied and interesting tasks Vary tone and infliction Use a secret signal with students who blurt out questions Allow for extra time to assist students with AD/HD

Video Keeping Kids Healthy: How to cope with ADHD