1. Attention Disorders
Sousa
Chapter 3

2. ATTENTION DISORDERS Inability to focus (inattention)
Inability to regulate activity level (hyperactivity)
Inability to inhibit behavior (impulsivity) 2

3. Some facts of ADHD
Most common learning disorder in children and adolescents
3 X’s more boys than girls
Most adults outgrow hyperactivity

4. Diagnosis Assessed by health care professionals, teachers, parents
Physical examination
Psychological tests
Observable behaviors in everyday settings

5. Diagnosis of Symptoms 6 or more symptoms Symptoms present 6 months +
Appear before age 7
Evident in 2 environments

6. Three Subtypes Predominately inattentive Predominately impulsive
Combined type

7. Procedures for Diagnosing
Subjective judgments
Researchers search for objective measures
Optical tracking and Attention Test
Infrared motion camera to measure:
1. Sit still
2. Pay attention for 15 min. continuous
performance task

8. ADHD? or ADD?
Impulsive
Shows off, needs instant gratification, frustrated
Time is poorly planned
Intrusive, rebellious
Bossy, irritating
Sluggish
Modest, shy, socially withdrawn, impatient after attempt to complete task
Time is poorly planned
Polite, obedient
Underassertive

9. ADHD? ADD? Reacts strongly to criticism
Attracts new friends but difficulty bonding
Oppositional Defiance Conduct (rare)
Do well those things they know they can do
Brain size smaller in limbic & cerebellum
Fearful of others’ displeasure
Bonds but does not easily attract friends
Depression
Willing to pursue areas others are afraid to try
Cause may reside in parietal lobe

10. Is ADHD Inherited? Runs in families
Children have at least one close relative with ADHD
Identical twins will both have it if one does
ADHD in gene pool for thousands of years
Prehistoric times- valuable as scouts
Susceptible genes- not dominant
Environment plays a big role

11. Is ADHD on Increase? Greater prevalence? Better diagnosis? Both?
“As more children are raised by total strangers, video games, and television, ADHD-like behavior may become the norm rather then the exception.” (P. 54)

12. To have ADHD or not to have?
Amount of TV
Genetic AND environment play a role
Some not taught acceptable behaviors
Allergic food reactions may = hyperactivity
Stress reaction
Medical conditions
Intolerant schools

13. Can Schools Enhance ADHD-Like Behavior?
Curriculum moves too fast
Too much teacher talk
Room arrangements
Discipline is arbitrary or perceived unfair
Too few opportunities to move
Few opportunities to interact
Tense environment

14. Research and Treatment
Research continues- need a diagnostic tool
Medication
1. Tics (rare)
2. Slight delays in growth (not significant)
3. Drug abuse less likely (not understood)

15. Alternative Approaches
Therapies that address cognitive functions (especially memory)
Computer software that work on memory (visual-spatial)
Behavioral training
Self-regulation (comparison to what the child is doing to what the child ought to be doing)

16. Educators Need to Consider
Pinpoint areas of difficulties
- starting a task?
- understanding directions?
- getting organized?
Positive, upbeat, highly organized
Sincere praise and extra effort

17. Avoiding School-Created ADHD-Like Behavior (p. 58)
Moving too quickly during instruction
Lectures as main method of instruction
Classrooms arranged so students can “hide”
Each teacher determines rules of behavior
Students in seats- research says movements keeps them in focus

18. Avoiding School-Created ADHD-Like Behavior (cont.)
Turn down lights with overhead
Textbook as main focus of instruction
Copying information from board
Present information (no concern over students’ emotional needs)