1. “This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission over a network: preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.” Attention-Deficit/Hyperactivity Disorder Chapter Eight

2. “Copyright© Allyn & Bacon 2006” Introduction ADHD became the focus of attention during the 1990s. Frequently treated as a separate disability condition. A set of symptoms that can accompany other conditions. Symptoms are often intense enough to interfere with performance and life activities in a number of ways. ADHD is a life long condition.

3. “Copyright© Allyn & Bacon 2006” Eligibility for IDEA Services Does the ADHD “adversely affect” the student’s educational performance? Not all students with ADHD are eligible Students who are not eligible for IDEA may qualify for accommodations under Section 504 Students may be eligible because they also have a learning or emotional disability

4. “Copyright© Allyn & Bacon 2006” ADHD and other disabilities Up 70 % overlap between ADHD and learning disabilities. Tourette’s does not appear with great frequency in those with ADHD, although half those with Tourette’s display some ADHD symptoms. Behavioral, conduct, and emotional disorders- as many as half of those with ADHD manifest aggressive behavior. Also of interest: Depression. Obsessive-compulsive disorders. Anxiety. Neurotic behaviors.

5. “Copyright© Allyn & Bacon 2006” Definitions DSM IV Definitions ADHD combined type: Inattention, hyperactivity, and impulsivity are present for at least six months. ADHD–Predominately Inattentive Type: Inattention present for at least six months. ADHD–Predominately Hyperactivity-Impulsive Type: hyperactivity and impulsivity are present for at least six months. Learning disabilities or ADHD?

6. “Copyright© Allyn & Bacon 2006” Prevalence 5-7% school-aged children may have ADHD. Males outnumber females (3X). Different symptoms and need different interventions. Gender bias in identification and diagnosis?

7. “Copyright© Allyn & Bacon 2006” Assessment and diagnosis Should involve multiple disciplines. The data falls into two broad categories: Medical Health care professionals such as the family doctor and clinical psychologists are involved. Clinical and psychological interviews and assessments are used with the child, the parents, and teachers and quantified through rating scales and other instruments. Direct information from parents and teachers through the use of behavioral assessments and rating scales. Child Behavior Checklist developed by Achenbach BASC-TRS and SSQ.

8. “Copyright© Allyn & Bacon 2006” Assessment and diagnosis Some evidence suggests that teachers refer children who they find hard to teach. complete evaluation and diagnostic analysisinitial referral child’s behavior, or parental concern medical examination

9. “Copyright© Allyn & Bacon 2006” Cognitive Characteristics Problems with Executive Functioning Working memory is not efficient Individual doesn’t engage in self-talk Difficulty controlling emotions or motivation Reconstitution – the ability to break down what is observed and to combine parts to carry out new actions

10. “Copyright© Allyn & Bacon 2006” Characteristics Social Relations Difficulties with peer relationships. Aggression. Anti-social behavior. Low social status among peers. Increased criminal activity. Substance abuse. Lack of friends and good social role models.

11. “Copyright© Allyn & Bacon 2006” Characteristics Academic Characteristics Significant challenges in an academic setting. Problems increase as the child progresses in the educational system. Adolescents with ADHD often do not graduate from high school unless provided an environment that adapts instruction to the student’s needs and abilities.

12. “Copyright© Allyn & Bacon 2006” Causation

13. “Copyright© Allyn & Bacon 2006” Causation Neurological causes could be brain injuries or chemical imbalances. Abnormalities in the frontal lobes, basal ganglia and the cerebellum. Chemical functioning of the brain may be a causal agent. Environmental factors: Lead exposure. Poor maternal or fetal health. Poor prenatal care. Fetal exposure to tobacco or alcohol. Heredity and ADHD.

14. “Copyright© Allyn & Bacon 2006” Interventions Interventions fall into two broad categories: behavioral and medical. Use of psychostimulants. Improve the behavior of 60-80 percent of children with ADHD. More successful that non-medical interventions. Rarely lead to an improvement in academic performance. Over-prescribed? Given an incorrect doses? Potential for abuse. Possible side effects. Long term effects.

15. “Copyright© Allyn & Bacon 2006” Interventions Targeted behavior modification interventions Structuring pedagogy and the classroom setting can lead to academic improvement. Academic interventions must target the area where the child is experiencing difficulty. Strategies involving a good deal of structure along with explicit one on one hands on learning may be beneficial. A multimodal approach is more effective. Both drug and behavior therapies.