Understanding ADHD

ADHD

Recap Outward signs – calling out, moving around, poor time management, poor memory Mood swings, easily frustrated Classrooms are tricky places!

Scattered thoughts Fidgety Non hyperactive – ADD

What’s the cause? Many theories exist Some are unsubstantiated or unproven Some believe that ADHD does not exist

Any of these? Lack of good parenting Stressful family situations Poor diet and nutrition High sugar content Excessive exposure to TV and video games

Any of these? Lack of structure at school Genetic Pesticides and household cleaning products Deficiencies in levels of the neurotransmitter Dopamine

Many famous and successful people have been labelled as ‘naughty’ or ‘difficult’ while at school. But they’ve gone on to benefit greatly from their increased energy and motivation !

Attention Reasoning Planning Problem Solving

FACTS: ADHD is… a lifelong disorder a genetic disorder partially caused by a dopamine deficiency found among all ethnic and social groups

The Dyslexia Connection Dyslexia is one of the first conditions that should be considered and ruled out before seeking tests to see if ADHD is the cause of behavioural and learning problems. A dyslexic is unlikely to show the symptoms of hyperactivity and impulsiveness that are common in some forms of ADHD. Source:

Taken from The Dyslexia Think Tank

How dyslexia looks/feels

Medication Some experts believe that drug- users are people with undiagnosed ADHD who are ‘self-medicating’

The Cocaine Connection

Dyslexia and Ritalin A dyslexic child misdiagnosed as an ADHD sufferer will still struggle at school The effects of Ritalin could have precisely the opposite effect to that intended

Dyslexia and Ritalin Ritalin is designed to stimulate an under- active part of the brain in an ADHD sufferer In a 'normal' child it can have the effect of making the child appear more fearful and cautious than they should be as the prefrontal cortex area of the brain becomes over stimulated.

ADHD – Learning materials Increase font size on handouts and PC Highlight or underline key words Provide handouts to avoid board copying, or encourage photography Use a lot of visuals Allow or provide voice recordings Create tactile learning activities

ADHD – Classroom tips Place the student in the front of the room Position him/her between two sensible peers Keep him /her away from distractions (doors, windows, colourful displays, etc.)

Use routines and cues – Regular structure of lesson – Cue for whole class/group attention – Rules around answering questions – Routine for lesson closure and exit

Environment Have a look around the room. Can you identify areas that may have implications for someone who processes the environment differently to us?

Next month: An Introduction to Autism