1. Attention Deficit Hyperactivity Disorder Mary Beth Haley Lynden Robbins TE 803

2. Characteristics Diagnosable, neurobehavior disorder Must meet specific criteria for diagnosis including certain symptoms, which display an interference in at least two areas of person ’ s life. Additionally, behaviors are excessive and long-term. 3 main types: o Predominantly hyperactive/impulsive o Predominantly inattentive o Combined Diagnosable, neurobehavior disorder Must meet specific criteria for diagnosis including certain symptoms, which display an interference in at least two areas of person ’ s life. Additionally, behaviors are excessive and long-term. 3 main types: o Predominantly hyperactive/impulsive o Predominantly inattentive o Combined

3. Symptoms Predominantly hyperactive/impulsive –Constant movement/squirming, runs around often, interrupts, blurts out, butts in on other conversations, unable to complete quiet activities, etc. Predominantly inattentive –Still, quiet, not paying attention, easily distracted, easily bored, slow pace, difficulty following, unorganized, day dreams, miss details, forgetful, etc. Combined –Combination of signs of other types »Additionally: Impatience, blurting out, verbally/physically abusive, argumentative, ambivalence about consequences Predominantly hyperactive/impulsive –Constant movement/squirming, runs around often, interrupts, blurts out, butts in on other conversations, unable to complete quiet activities, etc. Predominantly inattentive –Still, quiet, not paying attention, easily distracted, easily bored, slow pace, difficulty following, unorganized, day dreams, miss details, forgetful, etc. Combined –Combination of signs of other types »Additionally: Impatience, blurting out, verbally/physically abusive, argumentative, ambivalence about consequences

4. Treatments Medication Behavior Therapy –Specific examples: »Positive behavior reinforcement with clear consequences for negative behavior. »Reward systems/token economies. »Behavior management/tracking chart individualized for student. »Maintain a consistent daily schedule for the student. »Clear, explicit rules and procedures to help reduce frustration and to work within attention span. »Limit distractions in environment to promote focused attention. »Provide independent space for child to either calm down from frustration/defiant behavior, or to work more successfully to surpass inattentive behavior. »One on one support to maintain attention. Combination Medication Behavior Therapy –Specific examples: »Positive behavior reinforcement with clear consequences for negative behavior. »Reward systems/token economies. »Behavior management/tracking chart individualized for student. »Maintain a consistent daily schedule for the student. »Clear, explicit rules and procedures to help reduce frustration and to work within attention span. »Limit distractions in environment to promote focused attention. »Provide independent space for child to either calm down from frustration/defiant behavior, or to work more successfully to surpass inattentive behavior. »One on one support to maintain attention. Combination

5. Modification examples from field For more inattentive students, modifications may resemble: –Shortened assignments, broken into smaller tasks to help sustain attention span (i.e. have student complete first two steps, rather than list of four, and conference in between) –Varying lessons and offering different instructional strategies (i.e. large group into small group, partner work, hands-on, etc.) to promote engagement –Taking breaks to redirect attention –One on one support to reteach or repeat directions –Consistent redirection –Strategic seating For more inattentive students, modifications may resemble: –Shortened assignments, broken into smaller tasks to help sustain attention span (i.e. have student complete first two steps, rather than list of four, and conference in between) –Varying lessons and offering different instructional strategies (i.e. large group into small group, partner work, hands-on, etc.) to promote engagement –Taking breaks to redirect attention –One on one support to reteach or repeat directions –Consistent redirection –Strategic seating

6. For more impulsive/hyperactive students, modifications may resemble: –Behavior management charts for student to track behavior through day –Daily reports home on behavior »May be adapted to half day (am/pm) or even by subject/time of day –Time-out space to resolve frustrations/ Taking breaks –Modeled examples with concise instructions –Varied instructional strategies to minimize blurting out (i.e. popsicle stick method, writing answers, writing journals to relay blurted answers later, etc.) –Consistent redirection –Strategic seating For more impulsive/hyperactive students, modifications may resemble: –Behavior management charts for student to track behavior through day –Daily reports home on behavior »May be adapted to half day (am/pm) or even by subject/time of day –Time-out space to resolve frustrations/ Taking breaks –Modeled examples with concise instructions –Varied instructional strategies to minimize blurting out (i.e. popsicle stick method, writing answers, writing journals to relay blurted answers later, etc.) –Consistent redirection –Strategic seating

7. For students who fall under the combined section, any combination or variation of the previous modifications could suit them. Any of these methods could be utilized for any student with ADHD. For students who fall under the combined section, any combination or variation of the previous modifications could suit them. Any of these methods could be utilized for any student with ADHD.

8. Misconceptions/Concerns ADHD is a fraud by psychiatric and pharmaceutical industries to make money. Poor parenting, poor education, too much TV, food allergies, or excess sugar causes AD/HD. AD/HD is caused by brain damage. Children are being overmedicated and/or unnecessarily medicated. Children are not being medically treated enough and symptoms are going undiagnosed. ADHD doesn ’ t exist. Stimulant drugs may cause dependency issues and/or be misused, or even abused. ADHD is a fraud by psychiatric and pharmaceutical industries to make money. Poor parenting, poor education, too much TV, food allergies, or excess sugar causes AD/HD. AD/HD is caused by brain damage. Children are being overmedicated and/or unnecessarily medicated. Children are not being medically treated enough and symptoms are going undiagnosed. ADHD doesn ’ t exist. Stimulant drugs may cause dependency issues and/or be misused, or even abused.

9. Resources www.ADHD.com www.medicalnewstoday.com/info/ADHD/usefullinks.php http://www.cdc.gov/ncbddd/ADHD/ www.add.org "Attention Deficit Hyperactivity Disorder (ADHD)." Health & Outreach. http://www.nimh.nih.gov/health/publications/attention- deficit-hyperactivity-disorder/complete-index.shtml http://www.nimh.nih.gov/health/publications/attention- deficit-hyperactivity-disorder/complete-index.shtml "Treatment of Attention-Deficit/Hyperactivity Disorder". US department of health and human services. December 1999. http://www.ahrq.gov/clinic/epcsums/ADHDsum.htm"Treatment of Attention-Deficit/Hyperactivity Disorder"http://www.ahrq.gov/clinic/epcsums/ADHDsum.htm Zwi M, Ramchandani P, Joughin C (October 2000). "Evidence and belief in ADHD". BMJ 321 (7267): 975 – 6. doi:10.1136/bmj.321.7267.975. PMC 1118810. PMID 11039942 "Evidence and belief in ADHD" doi10.1136/bmj.321.7267.975PMC 1118810 PMID 11039942 http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool =pmcentrez&artid=1118810.http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool =pmcentrez&artid=1118810 www.ADHD.com www.medicalnewstoday.com/info/ADHD/usefullinks.php http://www.cdc.gov/ncbddd/ADHD/ www.add.org "Attention Deficit Hyperactivity Disorder (ADHD)." Health & Outreach. http://www.nimh.nih.gov/health/publications/attention- deficit-hyperactivity-disorder/complete-index.shtml http://www.nimh.nih.gov/health/publications/attention- deficit-hyperactivity-disorder/complete-index.shtml "Treatment of Attention-Deficit/Hyperactivity Disorder". US department of health and human services. December 1999. http://www.ahrq.gov/clinic/epcsums/ADHDsum.htm"Treatment of Attention-Deficit/Hyperactivity Disorder"http://www.ahrq.gov/clinic/epcsums/ADHDsum.htm Zwi M, Ramchandani P, Joughin C (October 2000). "Evidence and belief in ADHD". BMJ 321 (7267): 975 – 6. doi:10.1136/bmj.321.7267.975. PMC 1118810. PMID 11039942 "Evidence and belief in ADHD" doi10.1136/bmj.321.7267.975PMC 1118810 PMID 11039942 http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool =pmcentrez&artid=1118810.http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool =pmcentrez&artid=1118810