ESPE 3760 ADHD

ADHD:Attention Deficit Hyperactivity Disorder : 

ADHD:Attention Deficit Hyperactivity Disorder Learning Disability Presentation ESPE 3760: Survey of Exceptionalities

What Type of Disorder is ADHD? : 

What Type of Disorder is ADHD? Attention Deficit Hyperactivity Disorder is considered to be a neurobehavioral developmental disorder. Neurobehavioral pertains to the assessment of a person’s neurological state by the observation of his or her behavior. Developmental disorder is defined as a disorder relating to how development occurs.

The Definition of ADHD : 

The Definition of ADHD Attention Deficit Hyperactivity is defined as “a persistent pattern of inattention or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.”

Causes : 

Causes Research has determined that ADHD has the following characteristics: Genetic factors Environmental factors

Genetic Factors : 

Genetic Factors Researchers have found the approximately 75% of ADHD symptoms are heritable. Researcher have found that ADHD causes are inherited through a combination of various genes. The most likely gene affected is dopamine- receptors. The dysfunctional dopamine-receptors cause a lack of the neurotransmitter dopamine to by fired by the synapse.

Environmental Factors : 

Environmental Factors Researchers have found that approximately 20% of ADHD symptoms can be attributed to factors such as: Alcohol use during pregnancy Tobacco use during pregnancy Diet

Common Characteristics : 

Common Characteristics Students with ADHD typically show the following characteristics: Impulsiveness Hyperactivity Inattention

DSM-IV Criteria : 

DSM-IV Criteria The Diagnostic and Statistical Manual for Mental Disorders is a manual that contains criteria for diagnosing mental disorders. According to the DSM-IV, ADHD has three basic types. Predominately Inattentive Type Predominately Hyperactive-Impulsive Type Combined Type

DSM-IV ADHD Criteria Types : 

DSM-IV ADHD Criteria Types Predominately Inattentive Type Child displays six or more of the symptoms for inattention for the past six months. As well as meet the other four criteria. Predominately Hyperactive-Impulsive Type Child displays six or more of the symptoms for hyperactivity and impulsivity for the past six months. As well as meet the other four criteria. Combined Type Child displays six or more of the symptoms for inattention for the past six months. Child displays six or more of the symptoms for hyperactivity and impulsivity for the past six months. As well as meet the other four criteria.

Inattentive Symptoms : 

Inattentive Symptoms Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities. Often has trouble keeping attention on tasks or play activities. Often does not seem to listen when spoken to directly. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

Inattentive Symptoms : 

Inattentive Symptoms Often has trouble organizing activities. Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework). Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools). Is often easily distracted. Is often forgetful in daily activities.

Hyperactivity Symptoms : 

Hyperactivity Symptoms Often fidgets with hands or feet or squirms in seat. Often gets up from seat when remaining in seat is expected. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless). Often has trouble playing or enjoying leisure activities quietly. Is often "on the go" or often acts as if "driven by a motor". Often talks excessively.

Impulsivity Symptoms : 

Impulsivity Symptoms Often blurts out answers before questions have been finished. Often has trouble waiting one's turn. Often interrupts or intrudes on others (e.g., butts into conversations or games).

Educational Implications : 

Educational Implications Students have a difficult time staying focus on tasks for any period of time. Students blurt out answers. Students have difficulty interacting with other students. Students often lose materials. Students usually talk incessantly. Students have a great deal of difficulty sitting still.

How can teachers help? : 

How can teachers help? It is very important for teachers to remain patient when dealing with a student who has ADHD. Teachers who notice reoccurring and prolonged occurrence of ADHD symptoms should encourage parents to have their child tested. Teachers should help students remain on task and monitor their interactions with other students.

Agencies and Support Groups : 

Agencies and Support Groups 211 Connects South Central Alabama www.clickvic.org Resource for local information about most every available health and human service in South Central Alabama Attention Deficit Disorder Support Group St. Paul’s Episcopal Church Foley, Al (251) 968-2122 perrault@gulftel.com 2nd and 4th Friday each month @ 6:30 pm Children and Adults with Attention Deficit Disorders (CHADD) www.chadd.org Learning Disabilities Association of Alabama Montgomery, AL (334) 277-9151 www.idaal.org Alabama Department of Education www.alsde.edu National Association of Parents with Children in Special Education www.napsce.org PAHS: Parents of ADHD Homeschooled Students Birmingham, AL newagelearning@gmail.com

Sources : 

Sources http://www.yellowpagesforkids.com/help/al.htm http://www.homeeddirectory.com/support_group/co_ops/state/1 http://www.napcse.org/ http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Tannock.pdf http://www.clickvic.org/211connects.html http://www.chadd.org/ http://www.ldaal.org/Graphic.aspx?url=~/pages/home http://www.ritalindeath.com/ADHD-Criteria.htm