Attention Deficit Disorder
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[edit] Definition
A syndrome, usually diagnosed in childhood, characterized by a persistent pattern of impulsiveness, a short attention span, and often hyperactivity, and interfering especially with academic, occupational, and social performance (American Heritage Dictionary).
Also commonly referred to as ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactivity Disorder).
According to the Diagnostic and Statistical Manual of Mental Disorders, there are three types of ADHD and ADD (NIMH).
Predominantly hyperactive-impulsive type: Students of this type have difficulty sitting still, standing in line, waiting their turn. They may blurt out answers, have difficulty modulating their emotions, and say things that are inappropriate. Students of this type may or may not have difficulties with paying attention, however, hyperactivity makes it hard for them to do so.
Predominantly inattentive type: Students who are of the inattentive type are easily distracted, have a hard time focusing, paying attention to details, and often make careless mistakes. They may be very disorganized, have a hard time following instructions, and forgetful, e.g. leaving school without books or assignments. Students of this type are not hyperactive; they may appear to be daydreamers who are distracted by irrelevant stimuli, such as sounds, objects in the room, or other students talking.
Combined type: Students of the combined type show signs of hyperactivity-impulsivity and inattention.
[edit] Symptoms
1. Inattention: ADHD children may lack the ability to sustain attention for long periods of time. They may look like they are daydreaming, or intentionally ignoring the teacher. They often start out listening, but drift off quickly. Inattentiveness can result in low comprehension, difficulty following directions, and the chronic disorganization (NIMH).
2. Distractability: ADHD children may be easily distracted by outside stimuli. Snowflakes falling outside the classroom window, cobwebs on the ceiling, a crack in the floor can easily distract these students. Sounds can also be very distracting. An outside conversation, a car driving by, other students who are talking, can impede an ADHD's ability to concentrate (NIMH).
3. Impulsivity: ADHD children may be very impulsive and may have a hard time modulating behaviors and emotions. They may talk out of turn, grab things from other students, and say inappropriate things in the classroom. They may act in ways that seem a danger to them and their peers (NIMH).
4. Hyperactivity: ADHD children may be hyperactive. They have a hard time sitting in their seats, may get up often, and fidget in their seats. Symptoms of hyperactivity are often seen by parents before a child starts school. Young children are always on the go, climbing, running, getting hurt (NIMH).
5. Emotional Intensity: While some research shows that there is no difference between ADHD and non-ADHD children in the regulation of emotional intensity (Caroll, E. M., et al), ADHD children may have a hard time expressing and regulating their emotions and reading the emotions of other children (Cadesky, Mota & Schachar). They may become easily frustrated, angry, and sad as a side effect of living with ADHD, and may express their emotions at inappropriate times and in inappropriate ways due to impulsivity.
6.Depression & Anxiety: There is a high comorbid occurrence of major depressive disorder and anxiety disorder in children and youth with ADHD (Diler, Daviss, Lopez, Axelson, Iyengar & Birmaher) ; more research is needed to determine if depression is a symptom of ADHD or if depression results in symptoms that mimic ADHD (Diler & Daviss).
7. Poor Social functioning: ADHD children are often rejected by their peers. They may have a hard time reading social cues, may say or do inappropriate things, or become very angry over the slightest injustice. It is important to note that as many social problems are initiated by the peers of ADHD children. ADHD children can be marginalized by there peers and bullied physically or emotionally(Bagwell, Brooke, William & Hoza). The pain and frustration of being socially isolated can exasperate the other symptoms of ADHD.
8. Disorganization: ADHD children may have problems with Executive Functioning. They may be very disorganized, lose homework, forget to write down assignments, and forget to bring home textbooks.
When looking at the symptoms of ADHD, it is important to understand that not all students with ADHD look the same. There are students who present classic symptoms of hyperactivity, impulsivity, and distractability; however, there are many students with ADD who are quiet, easily distracted, and inattentive. Furthermore, boys often, but not always, present differently than girls where boys are often hyperactive while girls tend to be inattentive, which has resulted in many more girls than boys going undiagnosed (Staller and Stephen). The differences in symptoms make it difficult for parents and teachers to accurately identify children with ADHD and ADD.
[edit] Causes
There is no evidence to support the presence of a single cause. However, there are a few theories that attempt to explain the cause.
Theory 1: Biochemical imbalances of neurotransmitters
Neurotransmitters communicate with each other in order to send messages across the brain. The theory explains that there is a lack of a certain type of neurotransmitter which results in the brain’s activity being understimulated resulting in deficiencies in regulating activities such as attention.
Theory 2: Lowered glucose metabolism
Research conducted on adults who has been hyperactive since childhood found that they had significantly lower levels in the metabolic activity which affected two areas that are known to be associated with paying attention and regulating motor activity.
Theory 3: Hereditary
It was found that a child is three times more likely to have ADD if the parent also has it. In addition, having a sibling with ADD increases your chances 25-30%.
(Phelan, 1993)
[edit] Common Myths about the Causes
Contrary to once popular belief, none of the following play a role in the cause of ADD/ADHD (Phelan, 1993), however, all of the following can exasperate the condition:
Bad parenting
Physical brain damage
Nutrition
Allergies
[edit] The Diagnostic Process
Interview parents
Interview child
Obtain rating scales from questionnaires such as Barkley’s Home and School Situations Questionnaire and Connors Scale
Collect grades, achievement test scores, and current placement
Psychological testing for IQ and learning disabilities
Contributions of physical and neurological exams
(Phelan, 1993)
Be aware that there are many "look alike" symptoms that are often thought to be ADD and may be indications of other issues. Included are:
- Depression
- Bi-Polar Disorder
- Asperger's Syndrome
- Chronic ear infections
- Seasonal Affective Disorder
- Poor diet, food allergies, food sensitivities
(Bluestein 63).
- Immaturity may be a "look alike" syndrome as well
It is important to note that symptoms are relative to the age of the student. Younger students will naturally have a smaller attention span than older students. The smaller attention span of the young student is not necessarily an indication of ADD/ADHD. (Reid 1999)
[edit] Making a diagnosis
Only a qualified psychiatrist or psychologist can make a diagnosis of ADHD. A school phychologist may recommend the following course in determining if a child has ADHD (Phelan, 1993).
Match presenting problems with symptoms
Match developmental history with typical course of untreated ADD/ADHD
Check family history
Is self-report consistent with symptoms?
Are testing results consistent with age-level?
Does Barkley’s questionnaire indicate more than 50% of situations as problems?
Does school testing information indicate child is not working to capacity?
Do the parents feel their child has an attention deficit?
DSM-IV Criteria for ADHD
I. Either A or B:
Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:
Inattention
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).
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.
Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:
Hyperactivity
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
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).
Some symptoms that cause impairment were present before age 7 years.
Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).
There must be clear evidence of significant impairment in social, school, or work functioning.
The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
Based on these criteria, three types of ADHD are identified:
ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months
ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months
ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.
(DSM-IV, 2000)
[edit] Effects in the classroom
Inability to sit still in class
Unable to concentrate
Misbehaves frequently
Lack of friends
Failure to give attention to detail
Difficulty following instructions
Forgetful in daily activities
Low homework completion
Low motivation
Memory problems
Changes in Mood
Fine-motor skills
(Phelan, 1993) The first 3 effects may be seen more commonly in students with ADHD. The others may occur in students who present either ADD or ADHD.
[edit] Statistics
Approximately 4-6% of the population suffers from ADD/ADHD
30-40% of all ADD/ADHD children also have a learning disability
(http://www.add.org) (http://www.chadd.org)
According to a study by Safer et al (1995) the use of methylphenidate has more than doubled between 1990 and 1995 in the U.S. About 2.8% of children between the ages of 5 and 18 are taking methylphenidate for AD/HD. AD/HD is diagnosed more frequently in the U.S. than in most other countries. Most researchers believe that this is due to an increased awareness of AD/HD, not an actual increase in the number of individuals affected.
Safer, et al, Increased Methylphenidate Usage for Attention Deficit Disorder in the 1990s. Pediatrics, Dec. 1996.
The mean age of onset of ADHD is between 3 and 4 years. Studies using parent reports indicate persistence of ADHD of 60% to 80% in adolescence. American Academy of Pediatrics, 2001.
[edit] Treatment
Education
Make the child and parents understand that it is no one’s fault
Develop a symptom rating scale and determine severity of each symptom
Work on increasing positive self-esteem
Counseling
Individual counseling
Self-control training
Social skills training
Counseling for the parents
Medication
Stimulants: Ritalin, Dexedrine, Cylert
These drugs work to stimulate the unaroused areas of the brain which have a lack in production of some neurotransmitters. The result allows a child to be more focused and organized. The American Medical Association recommends that children and teens be screened for heart problems prior to taking stimulants for ADHD. This screening involves an EKG and a thorough medical history. Heart problems are more prevealent in children and teens with ADHD than the general population.(WebMD,2008)
Possible Good Effects:
Increase in concentration
Less impulsivity
Improved grades
Less aggressiveness
Less noisiness
More cooperation with requests
Less disruptive behavior
Less hyperactivity and restlessness
Possible Side Effects:
Appetite suppression
Insomnia
Headache
Stomachache
Irritability
Drowsiness
Increased hyperactivity
Depression
Anxiety
Mood Swings
Blood glucose changes
Increased blood pressure
Psychosis or paranoia (rare - may occur from overdose)
Antidepressants: Tofranil, Norpramin
These drugs are used in certain situations when a stimulant fails to work or produces unwanted side effects. Antidepressants are sometimes used primarily if a child is also experiencing anxiety or depression. In some cases, antidepressants are used in conjunction with stimulants to produce a longer duration of action in the medicines. Side effects are similar to those produced by stimulants.
Antihypertensive: Clonidine
This drug is commonly used in children who also show signs of conduct disorder, extreme aggression, and oppositional behavior. It helps reduce hyperactivity and overarousal although stimulants are better at helping selective attention and distractability.
Some other infrequently used drugs include anticonvulsants, lithium, and tranquilizers.
(Phelan, 1993)
Another drug currently being used to treat ADHD is Strattera. "Strattera is the first and only non-stimulant medication approved by the US Food and Drug Administration (FDA) for the treatment of attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. Strattera is a norepinephrine reuptake inhibitor."
Benefits of Strattera
- Proven Safe and Effective
- All-day ADHD Symptom Relief
- Not a Stimulant
- Low risk of Appetite Suppression and Insomnia in Children and Adolescents
- No Abuse Potential
[edit] What Can Teachers Do?
In addition to becoming aware of this syndrome and its components, there are specific strategies that teachers can use to help ADD/ADHD students adapt to the classroom environment, here are some to name a few:
- Choosing an appropriate behavior management program and being consistent in it's application and follow-through is necessary for ADD children to learn what behaviors will and will not be tolerated.
- Proximity Seating: Placing the desk of an ADD child close to the source of instruction
- Having overall consistent structure in the classroom
- Allowing the child brief periods of movement such as taking a bathroom break, getting up to sharpen a pencil, and stretching
- Maintaining open communication with the parents is important to discuss some of the problems a student may face and ways that they can work cooperatively to assist him/her
- If a student is taking medication for ADHD, teachers and parents should discuss dosage and times when the medication is taken. They should also communicate any changes (physical or behavioral) whereas this may indicate some type of side effect to the child. As a student begins a new year with a new schedule, the dosage or the time that medication is taken may need to be adjusted to fit the new schedule.
- Use nonverbal cues to redirect student's attention. This can be done by circulating through the classroom to monitor students and give them feedback.
- Use multi-sensory approaches to learning to give students an opportunity to move around a talk during a lesson.
[edit] Additional methods for helping students with ADD/ADHD
Classroom Environment
- Eliminate distractions
- Do not have students with ADD/ADHD sit near a window, open doorway, or other distracting area. It is best to have their desk near the teacher's desk or the blackboard.
- Desk arrangement - Arrange desks in rows, not in groups. Sitting with a group of students opens the door for many more distractions and temptatiions to get of task.
- Class size - Smaller class sizes, while beneficial for all students, are particularly beneficial for students with ADD/ADHD. There will be less distraction and more student-teacher interaction.
- Class helper - Because ADD/ADHD students like to remain active and often times cannot sit still, it can be helpful to ask the student if s/he will pass out the papers or other materials, erase the board, or run an errand, to name a few. At least this gives the ADD/ADHD student a chance to get up and move around for an acceptable reason.
Behavioral Intervention
I like the Dealing with ADHD tips as presented in Edutopia Magazine [1] from the American Academy of Pediatrics and Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). Some of the suggestions overlap those listed above, but serve as a concise go-to list.
--Break complex instructions into small parts.--
-Post a daily schedule and home work assignments in the same place each day, perhaps taped to the child's desk.
-Plan academics for morning hours.
-Schedule regular and frequent breaks.
-Establish a secrete signal with the child to cue as a reminder when he or she is off track.
-Form small-group settings when possible.
-Seat the child away from distractions and next to children who will provide positive role modeling.
-Reward positive behaviors continuosly and immediately deliver negative consequences in firm, businesslike way without emotion, lectures, or long-winded explanations.
-Explain to the student what to do to avoid negative consequences.
Class rules - Have a clearly worded rules that are posted in view of the students.
Reinforcers - Reinforcment has been show to be effective in helping students with ADD/ADHD.
- Examples of reinforcment techniques includes response-cost, time-outs. token economy, and notes home (positive notes home as well, not just negative.)
Metacognition
Students with ADD/ADHD have a decreased ability to self-regulate. Teaching students self-regulation, self-monitoring, and self-management helps students become more aware of their own behavior. A greater awareness of appropriate/innapropriate behvior gives the student a greater ability to control their behavior.
Organization and Study Skills
Students with ADHD struggle with organizational and study skills Strategies/methods to help:
-assign a peer "study buddy"
-teacher should write all assignments on board (i.e. not just orally assigned)
-'to do' lists (in addition to general assignment sheets)
-Break down large projects into smaller units
-Scaffold the process of working on larger projects
[edit] Famous People who have ADD/ADHD
Albert Einstein
Leonardo DaVinci
Robin Williams
Ben Franklin
John F Kennedy
Abraham Lincoln
Isaac Newton
Pablo Picasso
Steven Hawking
Walt Disney
Thomas Edison
John Lennon
What is the evidence that these historic people have ADD/ADHD?
[edit] Personal Testimonies
-What an interesting topic that has caused much controversey over the years. As someone that works in the school setting, I feel the number of students being diagnosed with this condition is increasing. These students are also getting 504 plans to accomodate their 'attention' struggles. Is ADD becoming the answer to poor parenting? In some ways I think parents look for answer to their childs bad behavior and the doctor responds. If we continue to let the free diagnoses prevail, then we will just be stuck in a society with no accountability. -J.T.D.
- Before this year, my belief about ADD and ADHD was similar to Brandon in the paragraph below this one. I have 4 children, all are teenagers now. My wife and I were sure that our middle son was definitely ADD or ADHD. He was doing well enough (not great) in school but was very impulsive and could not sit still. He would rather be working in the yard instead of watching TV, very unusual for a 6th grader. We spoke to a counselor who suggested that we have his teachers all fill out a survey of our son's traits and habits. The surveys returned by the teachers all indicated NO ADD or ADHD, so we let it go. Our middle son is now a sophomore in high school. For a time during this school year he just let all homework go undone and his grades slipped badly. In our meeting with the counselor, she suggested that we have him evaluated again for ADD or ADHD. During the evaluation (which was just a question and answer session with the psychiatrist), I told the doctor that I no longer suspected ADD, I thought that our son was just making poor choices. The doctor suspected some ADD tendencies and did prescribe "Adderall". He told us that it wouldn't hurt to try it. The side effects are minimal if any and our son would notice almost no difference in how he felt. We agreed to try it. The medication has made a big difference. Our son has noticed little difference in how he feels, but reports from teachers have been positive. Homework is getting done, test scores are better. Has the medicine made a difference or is he experiencing the placebo effect? Which ever the case, there is a difference and it was worth it. Lee Wilkinson
- I believe to many of our children in schools are labeled as ADD or ADHD and are presribed medication for too long of a time. I think it has become too much of a 'easy solution' for parents and schools. I don't think there is a problem with the children who are overactive, I think most of the problem is with the way we have quickly prescibed medicine for children who may not even need it.- Brandon
- Having taught briefly a student with ADHD, I have found that the stigmas attached to it are consistently more negative than the actual situation. My particular student simply needed accomodations and adaptations, much like all students most likely will at one point or another and it was simply a matter of finding "what worked" for him. Our solution to his major problem of sitting still was just to allow him to read or do his work in the bean bag chair in the back of the room. He was able to move around without being disruptive, and he was able to get his work done. -E.Walsh
- After spending some time learning about ADHD in my Special Education class, I find it easy to judge someone as ADHD. I do not want to undermine the importance of helping those that have severe ADHD, I just wonder if ADHD is over diagnosed. I feel like every person can become bored and fidgety. I'm afraid people are too anxious to medicate for ADHD. Also, I wonder if changes in the way lessons are done in the classroom could positively affect students with ADHD. If more inquiry-based learning is used, students may be more focused during classtime. Finally, I wonder if the changes towards a fast-paced, technology-driven society has led to kids being different than "what they used to be." -L. Weinstein
- I, myself, have ADHD. For most of my high school career, it wasn't a problem, since the structure of high school and my parents kept me very on track. When I hit college, however, my problems multiplied. Without the rigid structure imposed on me as i was used to, I was near hopeless when it came to concentrating and stayin on task. I am a constant fidgeter as well, I can't be content sitting in one place for very long. Knowing my problems I can compensate for them; setting aside more time for myself or doing work with someone else to help me stay on task. At one point I tried medication, but the way it changed me just felt unnatrual and very "out of body." Matt Munley
- My Son-in-law has ADD,but he has learned to accommodate for the disability in his life. First, he realized early on that he was not going to be able to sit at a desk and work in an office. He works outside putting up cellular antennae for different cell phone companies. He has to travel a lot, but it works out for him. He also realized that when he has to do a job that requires attention, then he psychs himself up to do just that. I am sure everyone who has ADD has to learn what works for them. Sharon Morrisette
- Ralph Alexander- I felt I had to add a story here. When I was attending Illinios State University I sat next to a student in class who had ADD and he drove me completely bonkers. He could not shut up and he was always asking me questions and I would tell him to shut up and he would for about two seconds. It drove the Professor bonkers also, but he realized the situation and for the most part ignored it. However, I can see how it would be distracting not only for teachers, but for classmates of an ADD student as well.
- N. Frick - I have worked with several ADD and ADHD students in the past two years. I have found in my experience that these students flourish in an environment where there is structure and routine. Most of the students have been medicated, but one is not. She came to my classroom in the middle of the year this year. I have seen much improvement in these few short months. It seems that the predictability makes it easier for her to work and concentrate at a higher level.
- Connie Early – I have worked with several ADD and ADHD students. It can be a frustrating situation; the children are often noisy and demand much of your time. It is important for a teacher to become educated about the disorder to help in dealing with the child on a day-to-day basis. I’m not a big believer in medicating a child, but I have seen it work nothing short of a miracle. Patience and thoroughness in diagnosis is a must. In addition to the websites given, I would also recommend: Behavior Management Advice Site
- I teach in a junior high school and many of the students are diagnosed as having ADD. Majority of these students are boys. Sometimes I wonder if it is the age of the students( hormones, maturity) that enforces this labeling. Many of these students are medicated for ADD/ADHD and they have an IEP. The teachers try to work with the students to control their actions and teach them alternative ways to keep the classroom managable for the students and the teacher. Nichole Jessup
- As a teacher, I have mixed feelings about the ADD diagnosis. I realize that there are children who are Attention Deficit, but I wonder if it is too overly diagnosed. I believe the percent stated above is lower than the percent I see in my classes that are ADD diagnosed. I have seen too many kids use their ADD as an excuse to behave or perform poorly. Students will tell me that they did poorly on a test due to their ADD or excuse their behavior by saying that they did not take their medicine that day. This makes me wonder how much the student needs to know about their diagnosis. They shouldn't feel the need to use it as an excuse, but should do their best to overcome it. C. Snodgrass
- I additionally worry about the over diagnosis of ADD or ADHD in elementary school settings, particularly of students of color. Although I know that some of these students actually have ADD/ADHD, the overwhelming numbers reported seem simply astounding, and are simply statistically impossible! Even within my own family, some of the children have been diagnosed with ADD in public schools, but when they were moved to private schools or changed instructors (different situations) the parents were told that the child did not have any problems... I think this situation should be HEAVILY monitored, to ensure that ADD or ADHD is not used as an excuse to attach even more labels of deficit to our children. Jasmine Johnson
- I have similar feelings about the over diagnosis of ADHD. There are several assessment tools such as Corner's Rating Scales used for the evaluation. Teachers and parents are required to report information regarding home and school activities in order to evaluate a child's tendency of ADHD. By looking at the items in the rating scale, teachers and parents are able to know how a child perform compared to nationalwide children in order to say a child has ADHD. However, some of the items in the rating scale is pretty subjective. For instance, one item is to rate how well a child is able to stay on a chair. Different people will rate differently based on varied observations. I would say when a teacher finds his or her student cannot focus, he or she should evaluate if the activities interest the particular student. --Ting 11:42, 11 Dec 2004 (CST)
- Something interesting that I recently read is that students with ADHD or ADD did much better in school when they spent some time each day in a park or in the woods. It wasn't having them outside that made the difference, it was having them in a space with trees. I wish that I remembered where I read that because that has all kinds of implications. What if trees, not medicine, was what was really needed?
- My cousin has adhd and my aunt swears that when she changes his diet, his behavior is drasticly changed. I thoguth this was interesting since there is no proven research stating her theory is true.
- As a child, a close friend of mine was diagnosed with ADD. I saw her take numerous visits to the "doctor" and a frustrated mom, not knowing how to handle the arising issues. My friend had a great amount of difficulty in the classroom and in relating with her teacher. After some time, this child switched schools because the first school did not provide adequate support. From a parents perspective, switching schools may be a necessary measure for dealing with a child with ADD. From a teachers perspective, we should have the skills and resources to provide the necessary support for children with ADD. - Marie Daniel
- I have had several students with ADHD. I have also found that structure and routine is very helpful for these students. I have found that giving students some cue that prompts them to get back on task or refocus is also beneficial. For example, I might tap the top of their desk or snap my fingers. Also, sometimes a behavior chart works really well to help students monitor their behavior and remind them of expectations. - E. Elrick elementary/preschool teacher for 7 years.
- Teachers have to be creative with teaching methods for students with attention deficit disorder. As a music teacher I find that the students with disabilities are usually very good musicians. For instance, many percussionists shows symptoms of ADD and ADHD and become wonderful musicians. I believe that role of the teacher is to be extremely adaptive to all students, including those with attention deficit disorder. --Chris Royer--
- I know several people with ADD and ADHD. My Godmother, her sons and her daugher have been diagnosed with some form of it and the symptoms really noticeable. My Godmother hardly sleeps because she is always active, she is very unorganized, hardly gets anything done, and she talks really fast. She is very spastic. The same traits behold her sons but her daughter is not very hyper. She just is very unorganized and with the attention level of a flea. Dealing with these types of disorders can be difficult if one does not have any patience but in my case, since I am psychology major, I am better able to deal with them because of the research i have done on the disorder.It is a task but it can be done. Ty Martin.
- I currently am a special education teacher and work with students who have ADD and ADHD. This disorder seems to be one that is overly diagnosed. Many parents notice that their children seem to have a lack of attention or lack of interest in school and take them to a doctor and get them tested. The doctor will make an evaluation on the student saying they need to be placed in special education so their students can get accommodations such as extended time. This is very beneficial for the students because many times it entitles them to accommodations such as extended time on quizzes, tests, projects, and most importantly the ACT/SAT. When the student is placed into Special Education they are labeled as having a primary disability of OHI (Other Health Impairment).
- When working with students in the classroom that truly have this disorder I find that teaching using a Kinestetic approach helps them out because they are moving around and more active in the classroom. This allows them to have a hands on approach instead of the old school method of taking notes, reading, and taking quizzes and tests. Brian Bucciarelli (January 30, 2006)
- Over the past ten years ADD and ADHD has become the main "Buzz Word” for many troubled children around the Junior High where I teach. I have been in-serviced numerous times on ADD and ADHD and I was not sure if I was buying into this disorder. I was starting to wonder if it was just a "Scape Goat” for a struggling student. This was until my daughter started having some trouble. She was always having difficulty sitting still to study and could hardly finish reading a page in her book without having to re read the page. It was a fight every night just to get her homework done. The older she got the worse the problem became. We had her go through testing and we were told she was ADD. She was put on Concerta and man did it make a difference. She can now stay on task and it is no problem to get her homework done. She has learned to enjoy reading and her grades have soared!! My only question is if this is disorder hereditary? The symptoms she had are exactly what I experienced when I was an adolescent. Dale Donner (Jan. 30, 2006)
- I feel that ADD can be an overprescribed disorder. I have seen with my own students that they sometimes just need to train their brains to stay focused on a task. So many children are over stimulated from fast changing scenes on television, video games, and computer games, that they have not sufficiently trained certain parts of their brain to be able to concentrate for long durations on high level thinking tasks. I have noticed some children who are identified as having ADD do not have an attention problem when it comes to watching television. However, watching television usually does not involve large amounts of brain activity unlike tasks teachers ask students to complete in school. This situation has led me to question whether ADD is being used as an excuse diagnosis for students who do poorly in school.
- On the other hand, I do believe it is a legitimate diagnosis for some people. I have seen inattentiveness in some students diagnosed with ADD in a variety of settings other than just the classroom. These cases have shown me the child truly has attention problems. For these students, I believe medication can possibly be used to help the child achieve a normal range of attentiveness. However, if medication is not used for some reason, I feel the child, parents, physicians, and teacher need to work together to teach the child appropriate coping mechanisms that will help the child be successful in a variety of environments. -Tricia Pearl
- In third grade my son was evaluated by the school district for ADHD. The classroom teacher had a conference with us to tell us about the decision to evaluate him and at the same time shared other concerns she had regarding my son. One of those concerns was the way he was finding the answers to his math assignments - he was using tables and diagrams rather than the method taught in class. When asked by the teacher how he arrived at the correct answer he would share his thought process - but as she explained to me - she was not able to follow it and thus he needed to stop doing this and use the method taught. This coupled with the fact that he did not pay attention in class was what brought her to decide he needed to be tested for ADHD. I was baffled! My son did exhibit many of the symptoms of ADHD such as disorganization, restlessness and impulsiveness but if he was interested in a topic it was very difficult to get his attention which always led me to believe he was bright and not ADHD. The school district determined the he was not ADHD but still recommended that we see our physician. We did and we did try for a very short time some of the medicines and the results were that there was no change. My concern here is that bright students who may be bored in class are being label ADHD as opposed to being given an IEP to address what they really need - more challenging instruction. In the fourth grade my son's teacher allowed him great freedom to explore as long as his class work was complete. As a result of this freedom, he did technology demonstrations to the class as well as science demos and had a terrific year. ~Becky Small
- I will be honest, I originally thought that students diagnosed with ADD or ADHD just used the diagnosis as a copout. Kids with short attention spans seemed to run straight to their doctor for a ADD label then they had a built-in excuse for not doing well and not paying attention. But now, after teaching an introductory algebra class and coaching 7 grade boys basketball, I see that it is real. From having to remind kids 7 times in a 45 minute period, to having to explain a drill in basketball practice 5 times, I see that this is more than just a lack of attention. Some things that I have to done to try and help these students include posting of class rules, writing assignments out on the board, separating assignments into smaller tasks and doing more computer related projects. While tailoring lessons and classes for students with ADD and ADHD has increased my work load, the results I've gotten with these students and improved. Brad Frey - Johnsburg High School
- I have to honest and say that I had always believed that parents looked for reasons to get their students labeled as ADD/ADHD so they can have a reason for why their student is failing. After dealing with them in my Basic Social Studies class, I have definitely changed my opinion towards this idea. Some of the students have little to no attention span and at the start, I had a difficult time adjusting to these students. I soon realized that they just had to have certain accomodations to help them succeed. While I agree that many students do have a problem and need it fixed, I still think that there are parents who put their child on the medication so they can have a reason why their child won't succeed. It isn't a huge problem but still exists which can lead to people to have the wrong conclusion that all students with ADD/ADHD don't really have a problem. Nick Hartz - Bureau Valley South Junior High
We have many students, sometimes it seems the majority, who take medication for ADD/ADHD. I have often wondered if some of the students, when they forget to take their medicine, act up because they feel they are suppose to. I have had students come running in the room declaring they were going to be bad and not do anything because they forgot to take their meds. I wonder if their have been many studies done with these students using placebos to see the effect.-L. Gowler
One thing that bugs me concerning ADD/ADHD is that sometimes parents will choose to use this as an excuse as to why their child is not performing at an acceptable level in school. There have been at least two sets of parents this year (of children I teach) who have thought that their children might have ADD. One set of parents keep using this as an excuse as to why their son never does his homework and is getting mostly F's. They have never had him tested though by a doctor and a teacher can only make an assessment for possible ADD/ADHD when she is given the medical form/observation sheet to fill out and return to the parent(s). The other parent did have her son begin the medical assessment. It is just a shame that because this condition has become so prevalent amongst our society's youth (supposedly, assuming all diagnoses have been true), especially within recent years, that now it is being used as an excuse by parents of low-achieving students for the reasons why their son or daughter is not doing well in school. If they think this is, in fact, the case (and it very well could be) then they should take it upon themselves to get the issue taken care of by going to the doctor. ~K. Kleckauskas
ADHD is a very interesting topic for me. I am trying to learn a lot about the disorder for a job that I might possible be taking. I would be doing testing for a lot of different learning disorders in children, one of them being ADHD. I also think the debate over medication is very interesting. I think that it is being overdiagnosed and children are being medicated when they might not need to be. Awareness of this issue and disorder really needs to be focused on in order to solve this problem. S. Peduzzi
Not all children diagnosed with ADHD are candidates for IEP's. Historically in my school district, children with ADHD typically get something called a 504 plan which "spells" out accommodations for the student to be more successful in the classrom without the intervention of a special education team. As a special education teacher, if every child diagnosed with ADHD received special ed. services, our caseloads would be outlandish!!!! G. Cabutti
I have dozens of students who have been diagnosed with ADD, but I agree with a poster above that says that ADD may be overdiagnosed. Teeneagers in general have trouble focusing, not because of some hip new medical condition, but rather for any number of reasons-- the subject matter is irrelevant or taught in an un-unique style, they have other things on their minds (we know this is true of adolescents!), they are nervous, scared, etc. etc. I have too many of my own students who I am reasonably sure are using ADD as a crutch to NOT pay attention in class, to NOT act appropriately, and to NOT behave themselves. While there are legit cases, I think many students take advantage of their diagnosis. --David Roth
ADD can be a challenging condition for students, parents, and teachers. School activities often require that students sit or focus for extended periods of time. When the stress of these activities becomes too much for a child with ADD they may act out. I had several experiences like this in my classroom, but I must say that I was never frustrated or upset by them. I knew which of my students had ADD or ADHD and I knew that they had individual educational needs. Some of these students were my favorite. They were creative, energetic, enthusiastic, and often very funny. Yes I had a distinct role to play as an educator, but I never made my students with ADD or ADHD feel outcast or punished because they were becoming bored or frustrated. I worked with them to find solutions and I would encourage other educators to do the same. They may become an educational experience that you will never forget. – Jeremiah Johnson
During my first year teaching, I had a student who had the worst case of ADHD I have ever seen. He would "beat box" and rap during lecture and during silent work time and would fidget constantly. The students couldn't look at his computer monitor for more than a couple of minutes without spacing out or talking to another student. I found him very hard to deal with and tolerate. I asked a couple of special education teachers how to deal with the student. One of them suggested making Friday a reward day. If he had good behavior all week, I let him choose a reward on Friday. This worked miracles with the student! - K. Shifflet
I also agree that ADD/ADHD can be overdiagnosed. I have had a few students that had obvious attention problems but would make a lot of progress by the end of the school year and seem to be able to concentrate better simply by maturing. I had two boys in my class diagnosed with ADD and they were hard to control when they were together. They were really good friends and good kids but would become difficult to handle when together. They were two of my most enjoyable students! M. Flessner
[edit] Related Websites
Attention Deficit Disorder Association
Children and Adults with Attention Deficit Hyperactivity Disorder
Adult Attention Deficit Disorder
Attention Deficit/Hyperactivity Disorder
American Medical Association Recommends Heart Screenings prior to using stimulants for ADHD
National Resource Center on ADHD
National Association of School Pyschologists
National Center for Gender Issues. Promotes advocacy and research on ADHD in girls and women
[edit] References
http://www.strattera.com/1_3_childhood_adhd/1_3_4_treatment.jsp
http://www.addresources.org/ ADD Resources is a rapidly growing national non-profit organization. ADD Resources, a national non-profit organization, helps people with ADD/ADHD achieve their full potential through education, support and networking opportunities.
http://www.webmd.com/add-adhd/news/20080421/adhd-drugs-heart-screen-recommended?src=RSS_PUBLIC Retrieved April 21, 2008.
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.
Bagwell, C. L., Brooke, S. G., William, E., & Hoza, B. (2001). Attention-Deficit Hyperactivity Disorder and Problems in Peer Relations: Predictions From Childhood to Adolescence. American Academy of Child and Adolescent Psychiatry, 40:11, 1285-1292.
Bluestein, J. (2004). Practical Strategies for Working Successfully with Difficult Students. Bellevue, WA: Bureau of Education and Research.
Cadesky, E. B., Mota, V. L., & Schachar, R. J. (2000). Beyond words: How do children with ADHD and/or conduct problems process nonverbal information about affect?. Journal of the American Academy of Child & Adolescent Psychiatry, 39: 9, 1160-1167.
Caroll, E. M., et al (2006). Responding to Interpersonal and Physically Provoking Situations in Classrooms: Emotional Intensity in Children with Attention Deficit Hyperactivity Disorder. International Journal of Disability, Development & Education, v53 n2, 209-227.
Diler, R. S., Daviss, W. B., Lopez, A., Axelson, D., Iyengar, S., & Birmaher, B. (2007). Differentiating major depressive disorder in youths with attention deficit hyperactivity disorder. Journal of Affective Disorders, 102: 1-3, 125-130.
Lawlis, F. (2004). The ADD Answer: How to help your child now. New York, New York: Viking Books.
National Institute of Mental Health (NIMH). (2008, February 8). Attention Deficit Hyperactivity Disorder. Retrieved February 1, 2008, from http://www.nimh.nih.gov/health/publications/adhd/complete-publication.shtml
Naperville Community Unit School District 203 ADHD Committee. Students with Attention Concerns: Secondary Teachers. Initiated 12/1/03, Revised 1/08.
Oland, A. A., Shaw, D. S., Lopez, A., Axelson, D., Iyengar, S., & Birmaher, B. (2005). Pure versus co-occurring externalizing and internalizing symptoms in children: The potential role of socio-developmental milestones. Clinical Child and Family Psychology Review , 8:4, 247-270.
Phelan, T.W. (1993). All About Attention Deficit Disorder. Glen Ellyn, IL: Child Management Inc.
Reid, R. Focus on Exceptional Children. 1999, 32, 1.
Rief, S. (1993). How to Reach and Teach ADD / ADHD Children: Practical Techniques, Strategies, and Interventions for Helping Children with Attention Problems and Hyperactivity. West Nyack, NY: The Center for Applied Research in Education.
Rief, S. (2003). The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders. San Francisco, CA: Jossey-Bass.
Staller, J., & Stephen, F. V. (2006). Attention-Deficit Hyperactivity Disorder in Girls: Epidemiology and Management. Therapy In Practice, 20: 2, 107-123.
