Chapter Seven Individuals With Attention Deficit Hyperactivity Disorder

Defining Attention Deficit Hyperactivity Disorder (ADHD)  ADHD is described as “a persistent pattern of inattention and/or hyperactive impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.” (American Psychiatric Association, 2000)  ADHD is not a separate disability category; it is in the Other Health Impaired (OHI) category  Students with ADHD may be eligible for special education or Section 504 services 2

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Brief History of the Field  “defective moral conduct”  1930s- discovery of stimulant medications  1940s and 1950s- Strauss syndrome  1950s and 1960s- “minimal brain injury”  1960s- “hyperactive child syndrome”  1980s- shift of focus to observable behaviors rather than speculating about brain injury 4

Prevalence of ADHD  Affects 3% to 5% of school-aged children (estimated 1.5 to 2.5 million children)  ADHD is one of the most chronic childhood conditions  There has been an increase in recent years in the number of students identified in the Other Health Impaired category  Boys are more likely than girls to receive a diagnosis of ADHD 5

Suspected Etiologies of ADHD Neurological dysfunction  Anatomical differences and brain chemistry imbalances Hereditary factors  Family studies and twin studies Environmental factors  Pre-, peri-, and postnatal traumas Watch this video to learn more about brain differences in children with ADHDbrain differences 6

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Social and Behavioral Issues  Behavioral inhibition and executive functioning: affects ability to self-regulate  Social and emotional issues: difficulties making and maintaining friendships, range of emotional difficulties  Comorbidity: ADHD frequently co-exists with other disabilities 8

Assessment of Students with ADHD Multidimensional evaluation process Medical evaluation Behavioral/educational evaluation Common assessment tools:  DSM-IV-TR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition)  Rating scales ADHD Rating Scale-IV Conners’ Teachers Rating Scale-Revised 9

Educational Considerations  It is not possible to determine accurate statistics regarding the educational placement of students with ADHD due to their inclusion in the Other Health Impaired category.  It seems a safe assumption that most students with ADHD receive some or all of their education in the regular education classroom.  Students with ADHD may receive a special education or accommodations under Section 504. Watch this video to explore strategies to help students with ADHD to succeed in schoolADHD 10

Educational Considerations  Functional Behavioral Assessment (FBA)  Self-regulation/monitoring  Home-school collaboration  Instructional modifications  Stimulant medication 11

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Adolescents and Adults with Attention Deficit Hyperactivity Disorder Important considerations:  Educational/Vocational Outcomes  Marriage and Relationships  Family Relationships 14

Issues of Diversity  ADHD diagnosis may reflect cultural biases of the evaluators  Difficulty in identification of ADHD in individuals from culturally or linguistically diverse backgrounds 15