AD/HD…ATTENTION DEFICIT/HYPERACTIVITY DISORDER CLASSROOM BASICS IN AD/HD A project of the Fairfax County Public Schools and CHADD of Northern Virginia – 2009 ww.adhdpartnership.com

1 AD/HD…So what is it anyway?  AD/HD is a neurobiological disorder that has academic and behavioral implications  AD/HD is a hidden disability most likely caused by a neurochemical imbalance or deficiency in the areas of the brain responsible for attention and activity.

2 PET Scan of ADD Brain

3 Brain/Frontal Lobe Diagram Neurons in the frontal lobe send messages by way of neurotransmitters to deeper structures in the brain that control inhibition, alertness, and vigilance. Medication works to enhance this process. Source: Barkley RA. Scientific American September 1998

4 How the Brain Works

5 Types of AD/HD AD/HD, Predominately Hyperactive  Squirms in seat or fidgets  Inappropriately leaves seating  Inappropriately runs or climbs  Has trouble playing quietly  Appears driven or “on the go”  Talks excessively  Answers questions before completely asked  Has trouble awaiting turn  Interrupts or intrudes on space of others

6 Types of AD/HD (cont) AD/HD, Predominately Inattentive Type  Fails to pay close attention to details or makes careless errors  Has trouble keeping attention on tasks  Doesn’t appear to be listening  Does not follow through on instructions or complete tasks  Has trouble organizing activities or tasks  Dislikes or avoids tasks involving sustained mental effort  Loses materials  Is easily distracted  Is forgetful

7 Types of AD/HD (cont) AD/HD, Combined Type  Meets the criteria for both inattentive and hyperactive-impulsivity types

8 Some Co-Existing Conditions Social Skill Deficits Anxiety Depression Learning Disabilities

9 Accurate Diagnosis Requires Careful Evaluation Comprehensive Evaluation must include:  Review of family history  Review of medical history  Psycho-social evaluation  Environmental classroom observation

10 Gender Differences BOYS Acting out symptoms are more observable: Hyperactivity, impulsivity, and aggression GIRLS More frequently inattentive. Fewer behavioral problems. More anxious and depressed. Hyperactivity tends to manifest as hyper-verbal 10

11 Multimodal Treatment Approach  Family Training  Educational & Behavioral Management  Counseling  Medical Management –Some medications: Ritalin, Adderal, Dexadrine slow release: Concerta, Adderal XR, Metadate, Vyvanse, Strattera (non-stimulant), and Daytrana Patch –Other medications may be used based on symptoms

12 Identifying AD/HD Behaviors In The Classroom  Wanting to get out of seat.  Does not seem to be paying attention  Has difficulty waiting turn or intrudes in other’s space  Struggles to stay involved with difficult tasks and easily distracted  Can experience trouble getting started on work and/or needs help to complete work 12

13 Identifying AD/HD Behaviors In The Classroom  Demonstrates difficulty organizing large projects and seeing the breakdown of the project  Can only follow one or two instructions at a time  Has disorganized notebooks and forgets materials and homework  Has poor independent work habits 13

14 Identifying AD/HD Behaviors In The Classroom  Can demonstrate difficulty with written expression and poor handwriting  Can exhibit poor social awareness and miss social cues  Can distract others with behavior  Can demonstrate significant working memory challenges 14

Plans and IDEA Students with AD/HD (if they are having significant difficulties in learning because of their disability) may qualify for:  Section 504 Plan – a civil rights law which allows adaptations in the regular classroom  IDEA (Individual with Disabilities Education Act) which provides special education services under Other Health Impaired (OHI) category. 15

16 How Can I Help a Student with AD/HD? The more you know about the disability, the more effective you will be in teaching them 16

17 How Can I Help a Student with AD/HD?  Five simple strategies that bring success with these students are: –Arranging seating to lessen distractions –Providing short, clear instructions –Breaking down large projects into time lines –Using positive feedback – it works more effectively with these students than negative reinforcement –Partnering with parents and student for success 17

18 Sources and Special Thanks Fairfax County Public Schools and CHADD ADD Partnership: Fereshteh Sharokhi, LCSW Wendy Rudolph, PhD Joan Mayer, MAJeri Trudeau, MA Patrice Garver, PhDSonja Hamilton, M.Ed Ann Dolin, M.EdNancy Shashaty, MD Amy Stark, MAWendy Rudolph, PhD Anie Tandler, MAAdele Sebben, MA Maureen Gill, LCSW Please direct any questions to CHADD of Northern Virginia National CHADD Chris Dendy Alan Zametkin, MD 18