Attention Deficit-Hyperactivity Disorders (ADHD) definition

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1 Attention Deficit-Hyperactivity Disorders (ADHD) definition: a pervasive pattern of inattention, impulsivity, and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. According to the Diagnostic and Statistical Manual of the American Psychiatric Association (4 th ed., text revision) (DSM-IV-TR). This definition was taken from Marilyn Friend s textbook, entitled, Special Education, Contemporary Perspectives for School Professionals. Subgroups ADHD-predominantly inattentive type-for some student s inattention is the primary symptom of their ADHD. ADHD-predominantly hyperactive-impulsive type-for some student s a combination of hyperactivity is the primary symptom of their ADHD. ADHD-combined type-for some student s it is a combined inattention and hyperactivity-impulsivity. Key Elements of ADHD It is not caused by environmental situations or disabilities. It is neurobiological. This means it occurs in the brain, and it is developmental. It begins before the child reaches the age of seven. It is a chronic condition, and isn t due to an accident or injury. Most important trait is an inability to attend beyond what is typical for peers of comparable age pg. 164 of the textbook. Although a school setting is normally the situation where ADHD become most apparent, it is not situational. According to the textbook, students normally have a harder time with completing their work. The term for this is Production Deficit. The Acquisition Deficit part isn t generally the problem. Students are able to absorb and understand the information given to them, but they have difficulty in completing work that is given to them. Characteristics-Students who have ADHD are not able to regulate where their attention is directed. This is called behavior inhibition. Cognitive Characteristics: 1. Working Memory: Students with ADHD apparently do not learn from experience, and that is due to their working memory. They have difficulty retrieving information from their memory bank that they might have heard of before. The textbook used a great example of when a teacher reprimands a student for getting up out of his seat during a group lecture. A typical student would remember the teacher s words as he began to stand again and probably would sit back down pg This isn t the case for a child who has ADHD. A student with ADHD might do this little ritual over and over again. They cannot recall that the teacher already gave instructions and consequences for this type of behavior. 2. Self-directed speech or self talk: Students with ADHD are not able to have self-talk, or a private conversation with themselves to motivate themselves to

2 keep on task when working on a project or homework. Many students usually self-talk aloud when they first begin to develop this important skill, but as they get older and more mature it is something that they would do silently. I still self-talk, and it is a great way to remain focused especially when we all have such very busy lives. It is unfortunate that students with ADHD do not have this capability. 3. Control of emotions and motivation: Students with ADHD cannot control their emotions the way others can so when they become frustrated or can t accomplish a task at hand they become aggressive and a bit violent at times to express their frustrations. They have temper tantrums as a way of expressing how angry they are at not being able to do something. A person who doesn t suffer from ADHD is able to step away from the problem that is frustrating them or stumping them, take a deep breath, and come back to the problem after they ve cooled off, and have a new and fresher way to approach the problem. 4. Reconstitution/Planning: There are two works that go along with this cognitive characteristic and they are analysis and synthesis. Analysis refers to the skill of breaking down what is observed into component parts and synthesis is the skill of combining parts in order to perform new actions pg Students who have ADHD have a hard time with both analysis and synthesis. Academic Characteristics: a) Some students with ADHD are gifted and talented. When this is the case, teachers try to challenge these students so that they remain focused. b) If a student has effective intervention pg. 171, they can be really successful in school. c) The more severe the symptoms of ADHD, the greater difficulty the student has with academic success. d) Technology is apparently even a huge help to students with ADHD. Technology can help students become more organized, and if they are more organized then they have a better chance of doing well in school, and can complete their assignments more easily. The example in the textbook was more geared towards and older student, a student in high school, but the example given was a Smartphone. This type of technology could be used to help that student become more organized. Social & Emotional Characteristics: 1. Self-Esteem: I am sure we all go through times in our lives when our self-esteem is low, and then other times when our self-esteem is high. Self-esteem, according to the textbook means a person s overall regard for himself or herself as a person pg A student who has ADHD can have either a positive or negative self-esteem, but it is very difficult to try to determine which one they have. It is sad to have read that teachers and parents were more negative about students, especially girls, with ADHD than about other students pg That is a bit disturbing to have read. We as teachers are suppose to pump up our students and encourage them. Parents are suppose to be nurturing, loving and caring, but if they have negative thoughts about their children it is no wonder the child has low self-esteem. I was appalled to have read this about the way teachers and parents

3 react to students who have ADHD. Their behavior does not send a very positive message to other students, teachers or parents. 2. Social-Functioning: Students have a difficult time maintaining and developing friendships with their peers because they are not particularly accurate at judging their own social abilities pg Students with ADHD have problems coping in many social situations, school, home, and often other settings. They don t understand that there are certain ways to act in certain situations. When they are playing on the playground with their friends they can be fun and playful, but when they should be calm and sitting still in a classroom they cannot differentiate the difference between these situations. Bullying tends to become a factor with students who have ADHD, they can either be the one s doing the bullying or are victims of bullying. Social functions are difficult with children who have ADHD, and they have a hard time being accepted by their peers. Behavioral Characteristics: a.) Students who have ADHD sometimes have a hard time working in large groups or even alone, b) Students that have ADHD are often disruptive in the classroom, but their actual behavior symptoms are not extremely apparent to the teacher, c) Students that are ADHD and hyperactiveimpulsive have behavior characteristics that teachers can pinpoint immediately. Some of the disruptive behaviors of students are: a. Failure to complete their work in a timely manner. b. Failure to pay close attention to detail when the teacher is explaining the lesson, or they tend to make careless mistakes. c. They have difficulty organizing tasks and other activities. d. They have difficulty remaining focused in order to finish up schoolwork or even homework. Recommended Educational Practices (Teaching Strategies) 1. When trying to teach a student who has ADHD, it is important to remember the three C s, clear, concise and complete pg Normal students are able to absorb many instructions given to them at one time, but students with ADHD have a hard time so it is important to give them directions in a manner that they will understand and be able to follow. Simple, clear and to the point instructions are necessary. It is also a good idea to have the student repeat the instructions that they were just given by the teacher to make sure that the instructions were understood. If a student repeats the directions or instructions back to the teacher, than they are more likely to remember what they are. The assignments should also be broken into small, less complex pieces so that the task can be completely correctly. Sometimes teachers have a very detailed project that she wants the students to complete, but it is so important to only give one direction at a time. Another strategy would be to have all the students in the classroom repeat a correct response to a question. If all the students repeat the answer to the question that was posed to them, the more likely they are to remember the answer and question if by chance it is brought up again, and chances are it will be. 2. Another teaching strategy to use for students with ADHD is to give rewards more often. These rewards can be used to reinforce when they have done something correct or when they have behaved appropriately. The rewards given should also be a variety. The textbook suggests having a menu of eight to ten different choices for them to choose

4 from. Rewards are a good thing, and when a student does do something right, they should be praised. Positive reinforcement is always a good thing for teachers to provide their students with. National Institute of Mental Health: A million and one questions must go through the minds of a parent or teacher when they suspect that something is wrong with their child or student. The National Institute of Mental Health website is a great resource to turn to when you have all of those questions. There is an online booklet that will answer everyone one of those questions, and more. Some of the common questions are what is ADHD? What are the symptoms? What medications or treatments are used? How can I as a teacher work with a student who is diagnosed with ADHD? What are some of the things medically being done to improve treatments for mental illnesses? This website is a great starting point for information about this mental health issue. I know from personal experience that when I am researching a topic that I don t know very much about, that I want a resource that is clear and in terms that I can understand, and this site has just what I am looking for. Below is a piece that I pulled from the website which give some helpful tips on how to help a child stay organized and follow directions. These tips are very similar to the one s I read and learned about in our textbook. These tips must work, and I want to have them at my fingertips for when and if the time comes that I have a student in my classroom who is ADHD. Schedule. Keep the same routine every day, from wake-up time to bedtime. Include time for homework, outdoor play, and indoor activities. Keep the schedule on the refrigerator or on a bulletin board in the kitchen. Write changes on the schedule as far in advance as possible. Organize everyday items. Have a place for everything, and keep everything in its place. This includes clothing, backpacks, and toys. Use homework and notebook organizers. Use organizers for school material and supplies. Stress to your child the importance of writing down assignments and bringing home the necessary books. Be clear and consistent. Children with ADHD need consistent rules they can understand and follow. Give praise or rewards when rules are followed. Children with ADHD often receive and expect criticism. Look for good behavior, and praise it. Tips to Help Kids Stay Organized and Follow Directions Centers for Disease Control website on Attention Deficit/Hyperactivity Disorder: This website had a data and statistics page which I found very interesting. There was an articles tab

5 that had many articles about ADHD. This site is a great source of information, and it would be beneficial for parents, teachers and students to explore and learn more about ADHD. There is a bunch of information on the different types of treatments for people who have ADHD. Many people do not know where to begin once they receive a diagnosis that their child has ADHD, but there are resources out there to help, and this is a very good one to start off with. I think both parents and teachers need to be aware of the signs and symptoms of ADHD, and this site lists what those are. This resource will come in handy for when I become a special education teacher. I am in a special education classroom right now, and I thought some of the students were ADHD, but they are actually autistic. Knowing the difference and recognizing the signs is important for parents and teachers. Children and Adults with Attention Deficit/Hyperactivity Disorder: This is a website that I found which has information about ADHD for children and for adults. I particularly liked this site because it had a tab where a teacher could learn everything there is to know about ADHD, and how a student or parent can get help if they are diagnosed. I clicked on a section that was entitled Special Education, and the information that popped up described how to prepare for an IEP. It gave step by step instructions. Of course, each school district and state have different guidelines, but this was very useful information to know what to expect. I also thought the tab entitled Finding Support was very helpful. It is always nice to be able to reach out to other people who are going through the same struggles and challenges, so finding a support group is another way of coping with a chronic condition. These support groups are for the students, the parents and the teachers. Meeting new people, sharing information, and learning from others who are going through the same difficulties is very beneficial and very therapeutic. This is definitely a resource I will be exploring more because it has so much information.

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