ADHD
1. Definition:
ADHD: Attention deficit hyperactivity disorder. No specific definition is provided to schools. No
guided identification to students with ADHD.
In USA, the American Psychiatric Association (APA) provides a definition containing 3 ideas:
1- It is a persistent pattern of inattention and/or hyperactivity-impulsivity.
2- Symptoms occur in more than one setting.
3- Its characteristics signal severe and excessive ADHD.
2. Types of ADHD students:
General students with ADHD: No effect on their educational performance. No school
failure. May receive accommodations.
Special students with ADHD: Affects educational performance. Many challenges and
obstacles faced. Must experience heightened alertness to environmental stimuli.
3. Coexisting Disabilities
Comorbidity with learning disabilities: 70% of ADHD students have learning
disabilities. They score higher on intelligence tests and lower on standardized achievement
tests. An individualized educational program is required.
Comorbidity with emotional or behavioral disorders: 42% of ADHD students receive
special education services. Not all receive mental health services. Students, mostly boys need
help to avoid serious situations.
4. Characteristics
a) Learning Characteristics:
Inattention: Inability to pay attention/ Distractible. Observed by parents, teachers, and
researchers. Students face difficulty in transition and inability to focus on details and be
organized. Teacher role: Use clear directions. Use predictable schedules. Give notice for
upcoming changes.
Hyperactivity: It is a defining symptom. The activity is annoying. Students are “off task”
or “squirming in the chair”. May diminish with age; but not for adults who daydream.
Impulsivity: Unable to focus on components of problems to be solved. Disrupt the
learning environment for all class. Students: Blurt out a quick response. /Redirect
the topic of class discussion. /Talk out of turn. As a result their social acceptance decreases.
a) Academic Performance: Less time engaging in academic tasks. Students: Do not study for
long hours. /Disorganized and forgetful. /Handwriting is messy. /Work is sloppy and incomplete.
/Work is illogical and unorganized. As a result low academic performance or failure. Teachers:
Interesting Assignments. /Content enhancements. /Graphic organizers.
b) Social Behavior: As ADHD characteristics increase social interactions decrease. Students:
More internalizing behaviors. /More introspective about problems. /Social failures. /Engage in
solitary activities. /Rejected by peers and teachers. Teachers: Functional behavioral
assessments. /Self-management. /Rewards.
5. Prevalence:
NIMH reported that 4 percent of all individuals between ages 9 and 17 have ADHD, boys being
about two or three times more likely to have ADHD than girls.
APA and CHADD indicated that between 3 and 7 percent of all schoolchildren have ADHD.
The number of boys having ADHD is more than the number of girls having ADHD.
6. Causes
Biological predisposition – Neurological basis.
Some studies show: *Decreased blood flow and electrical activity in the frontal lobes of the
brain *Anatomical differences in various regions of the brains, from their peers without ADHD
*Differences in Neurotransmitter levels *Differences in abilities to track objects
Examining executive functions.
These functions are associated with the frontal lobe and prefrontal cortex:
* Abilities to plan, self-regulate, inhibit inappropriate behavior, engage in goal directed
activities
7. Prevention
There are many ways to lessen the impact of ADHD on both individual involved and on family.
The behavioral accommodation and interventions can reduce or eliminate the periods when
ADHD characteristics tend to manifest themselves.
8. Medication:
Teaching is the first step in helping students with ADHD, many of these students need
additional help. Ritalin, Concerta, Adderall and Dexadrine help them control their behavior.
9. Assessment:
Early identification:
It is difficult to identify whether someone in his early childhood has ADHD because many
children at that age are immature or might have other difficulties but not have any disability.
Pre-Referral:
In this phase, teacher’s action should focus on preventing problem behaviors.
Physical and instructional structure of the classroom must be considered for children with a
predisposition toward hyperactivity or inattention.
Well planned transition times decreases the opportunities for problem behaviors.
School nurse is a helpful resource
Identification:
There are multidimensional evaluations for the identification which are:
Diagnostic interviews, medical examinations, behavior rating scales, standardized tests and
observations. School personnel use a multilevel approach to gather information they need to
understand the nature of individual’s problems. It is important that teachers work closely with
the family health professionals.
10. Early Intervention
Federal government does not consider ADHD a separate disability. Identification of ADHD in
preschoolers is very difficult.
Identification of ADHD in preschoolers is very difficult.
11. Teaching students with ADHD:
Access to the General Education Curriculum
The consequence of not providing assistance to those students affected is poor academic
achievement.
Students with ADHD miss blocks of information and experience interruptions in the
learning process.
Mary Fowler and the U.s Department help us understand the problems and find solutions.
Problem Solution
Remaining on Task Seat Students away from distractions
(door, window)
Assign highly motivating activities
Making transitions from one activity to Give a 5 mins warning before changing
another from one activity to another.
Use a predictable schedule
Remind students about requirements
for shift (clear disk)
12. Instructional Accommodations
Physical environment can help students with ADHD by reducing distracting stimuli.
Setting a student next to a peer who models staying “on task” behavior can positively
influence a student’s behavior.
These accommodations are benefit for all students but practically for ADHD students.
Many students influence in some subject according to time given for example early in
morning and for the place of presentation.
Teacher should play a good role in monitoring and questioning the students to do the
correct action.
13. Validated Practices
Students who have emotional or behavioral disorders, functional behavioral assessments are
useful in determining the reasons why students with ADHD engage in certain behaviors.
Students with ADHD respond well to topics that are taught directly
Some professionals suggest that planned procedures such as giving rewards, making
assignments more interesting can lead to academic improvement. In addition to the peer
tutoring is being very effective for students with ADHD.
Self-management tactics help students learn to control their own behavior and be responsible.
Types:
Self-monitoring: Student keep track for his performance. Students learn to evaluate their
behavior. It is helpful to ADHD students because it help them focus on controlling their own
behavior.
Self-instructions: Students use self-induced statements to guide their actions. Check if the
student did all the exercises or assignments.
Self-reinforcement: It is a powerful self-regulation strategy that allows students to earn
rewards for accomplishments.
Goal Setting: It is helpful for both teachers and students as they determine the expected level
performance for the specific task to achieve.
14. Technology:
Technology has improved our life especially those with ADHD
The use of the technology is commonly accepted for individuals of disabilities
Students who cannot write legibly, word processing makes the individual’s disability less visible
and is one avenue to better grades
Everyone seems to have or want such a devise to help manage time etc.
Any students with ADHD this technology helps in achieving different things.
There is an example of the applications iPod tm which can organize their lives.
Facilitate students’ creation of graphic organizers for studying and writing reports
It is particularly suited for ADHD students. Teacher thinks it is not always accessible for students
15. Transition
Medical intervention + counseling = positive outcomes.
Transition from school to college is hard.
Effective program in university: Individualized Academic Support Plan. /Academic specialist.
/Instructions. /Accommodations. /Assistance (technology assist).
16. Collaboration
School Nurse: Safe administration of medication. /Monitoring impact of medication.
Teacher: Observe: length of positive effect of medication. /Take notes: effect of dosage change-
changes in behavior. /Identify: possible side effects.
17. Partnerships in Families and Communities
Challenges in families: Chores. /Following rules. /Cost: Heath Insurance Companies.
Teachers help Families: Design programs that build partnerships between home and school.
/Design and structure school work. /Use rewards and consequences. /Post a schedule.
