1. Helping inattentive, hyperactive and impulsive children Christine Merrell

2. Attention Deficit Hyperactivity Disorder Three sub-types: Predominantly Inattentive Predominantly Hyperactive/Impulsive Combined Many children exhibit symptoms but no formal diagnosis

3. Predominantly Inattentive 1.Makes careless mistakes 2.Difficulty sustaining attention 3.Does not seem to listen 4.Does not follow through instructions, fails to finish work 5.Difficulty organising tasks and activities 6.Reluctant to engage in tasks which require sustained mental activity 7.Loses equipment necessary for activity 8.Distracted by extraneous stimuli 9.Forgetful in daily activities

4. Predominantly Hyperactive/Impulsive 1.Fidgets with hands or feet or squirms in seat 2.Leaves seat in classroom or in other situations where remaining seated is expected 3.Runs about excessively in situations in which it is inappropriate 4.Difficulty in playing quietly 5.Often ‘on the go’ as if driven by a motor 6.Talks excessively 1.Blurts out answers before questions have been completed. 2.Has difficulty awaiting turn. 3.Interrupts or intrudes on others e.g. pushes into conversations or games.

5. 5 Reading

6. Stimulus Process Response Consequence Behavioural Inhibition Executive Functions Working Memory Internalisation of Language Reconstitution Separation of affect Medication

7. 7 Investigating How to Help Does screening help or hinder? Does giving advice make any difference? Sample – 2040 schools – Pupils started school in year 2000

8. 8 Start Rec. End Rec. Year 2 Age 7 Teachers records behaviour Interventions

9. 9 IdentificationNo Identification Advice Booklet No Advice Booklet

10. 10 Results at Age 7: All Pupils Identification – No impact For advice booklet – Higher Y2 reading scores – Associations with increased book use

11. 11 Pupils with ADHD Behaviour For advice booklet – More positive attitudes – Better behaviour in Year 2 For identification – No impact BUT booklet + identification – Negative impact on maths and readi ng

12. 12 Long-term Up to Year 6 Up to GCSE

13. 13 Christine.Merrell@cem.dur.ac.uk Teaching and classroom- management strategies Advice Booklet

14. 14 Small effect but very cheap to produce and deliver Why might it have had an impact? – Virtually no training on how to help children with attentional difficulties? Could the effect be enhanced by adding CPD? By intervening at every year-group? Can this be extended to other research-based advice?

15. 15 Thank you! Christine.Merrell@cem.dur.ac.uk