Reconceptualizing ADHD By: Rosemary Tannock and Rhonda Martinussen Heidi Mullen

ADHD ADHD is a heritable, brain-based disorder. It tends to run in families. The direct causes however are still unknown. ADHD is not usually caused by food allergies, excess sugar, too much TV, poor parenting, or poor schools.

Children with ADHD Have a hard time concentrating on one thing for more than a few minutes. Find it difficult to organize and complete a multi- step task or learn something new. May interrupt class or talk excessively. Have trouble sitting still for an entire lesson. Every students varies in type of ADHD symptoms: some are slow moving, quiet, dreamy, and inattentive; a few are loud and impulsive; and many show both inattentive and hyperactive or impulsive.

Current treatment approaches The two most common treatment approaches for ADHD Pharmacological-stimulant medication, most commonly Ritalin Behavioral-behavioral management, parent training. Research-the combination of these approaches may be helpful in improving noncompliance and social skills but there is little credible evidence that it help COGNITIVE skills.

Implications for the classroom The emerging of ADHD as a cognitive disorder requires educators, parents, and others to rethink how to help them academically. An approach is to try to moderate the behavioral symptoms by using instructional practice based on an understanding of the cognitive weaknesses associated with ADHD.

3 Key Questions Does the student have the preskills needed to acquire the knowledge or concepts that I am teaching? Does my lesson content and delivery match the needs of the students? How can I help my students become self- regulated strategic learners?

The Ultimate Goal “ Is to try to provide instruction that will help students manage their behavior and achieve both socially and academically.”