1. A.D.H.D/ A.D.D By: Josh Ridenour

2. W HAT IS ADHD? Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes some combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school. http://www.mayoclinic.com/health/adhd/DS00275

3. ADD OR ADHD? In the past both terms, ADD and ADHD have been used to describe the conditions of the same disorder. Today the disorder is labeled as ADHD. This covers all sub types of the attention disorder. The prevalence rate of ADHD is 3-5%. There are three (3) recognized sub types of ADHD Predominantly hyperactivity impulsive (overly hyper) Predominantly inattentive (trouble paying attention) Combination hyperactivity-impulsive and inattentive (both hyper and lack of attention. Most common)

4. I NATTENTIVE S YMPTOMS … Have difficulty focusing on one thing Be easily distracted, miss details, forget things, and frequently switch from one activity to another Become bored with a task after only a few minutes, unless they are doing something enjoyable Have difficulty focusing attention on organizing and completing a task or learning something new Have trouble completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activities Not seem to listen when spoken to Daydream, become easily confused, and move slowly Have difficulty processing information as quickly and accurately as others Struggle to follow instructions.

5. H YPERACTIVITY - I MPULSIVE S YMPTOMS … Fidget and squirm in their seats Talk nonstop Dash around, touching or playing with anything and everything in sight Have trouble sitting still during dinner, school, and story time Be constantly in motion Have difficulty doing quiet tasks or activities. Be very impatient Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences Have difficulty waiting for things they want or waiting their turns in games Often interrupt conversations or others' activities.

6. W HAT TYPE DOES A STUDENT HAVE ? Combined hyperactivity-impulsive and inattention: Has 6 or more symptoms of both hyperactivity- impulsive and inattention Most children have this type of ADHD Predominantly inattention: Student has 6 or more symptoms of inattention and less then 6 symptoms of hyperactivity-impulsive (May still have some symptoms) Predominantly hyperactivity-impulsive: Student has 6 or more symptoms of hyperactivity- impulsive behavior and less then 6 symptoms of inattention (May still have some symptoms)

7. H OW TO BE DIAGNOSED … Symptoms normally start by age 3-6 Must show symptoms for at least 6 months at a level that is not normal to other children of the same age A pediatrician or mental health specialist will look at child's environment and gather information from parents and teachers Other possible problems must be ruled out: Environmental problems Medical side effects Learning disabilities Anxiety or depression Sudden change in life style

8. H OW TO BE DIAGNOSED … Doctor will look at medical and school records for clues about possible causes Child will be observed in different environments to see any change in behavior Finally, a doctor will make a diagnoses after all other possible problems have been ruled out Even with all the evaluations, ADHD is still the most incorrectly diagnosed disability Brain imaging is now being used to help diagnose, treat, and possible prevent ADHD http://www.nimh.nih.gov/health/publications/attention-deficit- hyperactivity-disorder/complete-index.shtml

9. C AUSES There is no 100% sure cause of ADHD Many studies have showed a link between ADHD and genetics ADHD commonly runs in families A link between a gene that causes thin brain tissue in young children has also been liked to ADHD. The brain forms normal as the child reaches adulthood. This thin brain tissue as a child could be a possible trigger for ADHD at a young age. http://www.nimh.nih.gov/health/publications/attention-deficit- hyperactivity-disorder/complete-index.shtml

10. O THER CAUSES Environmental factors Link between cigarette and alcohol use during pregnancy Exposure to lead from plumbing or paints Brain injuries Can change child behaviors to be similar to ADHD Small percent of children with ADHD have suffered brain injury Sugar Popular idea that sugar causes ADHD or makes the symptoms worse Study showed little to no change in students behavior when consuming sugar in normal amount A raised amount of sugar in a diet can cause ADHD symptoms and also increase the severity of symptoms Food additives Possible link between artificial colors/ flavors and food preservatives

11. C ONDITIONS THAT CAN CO - EXIST WITH ADHD Learning disabilities Anxiety or depression Bipolar disorder Sleep disorder Bed-wetting Substance abuse as children age Oppositional defiant disorder Child is stubborn or rebellious Conduct disorder May lie, steal, fight, or bully others

12. T REATMENT (M EDICATION ) Most common treatment is medication Stimulants are normally used to reduce hyperactivity and impulsivity. Can improve physical coordination No “one size fits all” treatment Many medications are normally tried in different doses until the appropriate medication is found for each case. Medication comes in many forms: Short release (last only a few hours), extended release (last 12+ hours), long lasting (last 24 hours) Possible side effects Decreased appetite Sleep problems Less common- Tics, personality change, lost emotions

13. T REATMENT (P SYCHOTHERAPY ) Behavior therapy to help children change existing behaviors Teach students to monitor behavior Help with organization of task and working through emotionally difficult events

14. T IPS FOR TEACHERS AND PARENTS Have a positive attitude about the disorder Set a schedule and stick to it Organize everyday task Use homework and notebook organizers Have clear instructions and be consistent Praise when rules are followed Allow for extra time when completing task that need a child to focus Allow for time to move during lesson.

15. U NIVERSAL DESIGN AND D IFFERENTIATED INSTRUCTION Collaboration and communication with parents to help remember and complete at home task. Have well planned and schedule task in class. Stick to a schedule to help student complete work Multiple ways to represent and explained task so all students have a clear understanding. Multiple ways to engage activities. Allow for movement in the classroom and breaks during activities that need a lot of focus

16. W EBSITES FOR TEACHERS : Teacher Vision http://www.teachervision.fen.com/add-and- adhd/resource/5348.html http://www.teachervision.fen.com/add-and- adhd/resource/5348.html Teaching channel-Video https://www.teachingchannel.org/videos/teaching- adhd-students https://www.teachingchannel.org/videos/teaching- adhd-students National Resource Center on ADHD http://www.help4adhd.org/ More Resources http://www.attentiondeficitdisorder.ws/adhd_educat or_resources.htm

17. S OURCES Mayo Clinic, (2012) Attention- deficit/hyperactivity disorder (ADHD) in children, http://www.mayoclinic.com/health/adhd/DS0 0275 http://www.mayoclinic.com/health/adhd/DS0 0275 National institute of mental health, (2008)usa.gov, http://www.nimh.nih.gov/health/publications/atte ntion-deficit-hyperactivity-disorder/complete- index.shtml http://www.nimh.nih.gov/health/publications/atte ntion-deficit-hyperactivity-disorder/complete- index.shtml