Attention Deficit Disorder
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What is the evidence that these historic people have ADD/ADHD? | What is the evidence that these historic people have ADD/ADHD? | ||
Revision as of 02:46, 30 January 2006
Contents |
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 or ADHD
School districts almost solely use the ADHD diagnosis when developing an IEP for a student whether or not hyperactivity is a side effect of the issue.
Symptoms
1. Inattention or distractability
2. Impulsivity
3. Difficulty delaying gratification
4. Hyperactivity
5. Emotional overarousal
6. Non-compliance
7. Social problems
8. Disorganization
(Phelan, 1993)
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)
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)
Common Myths about the Causes
Contrary to once popular belief, none of the following play a role in the cause of ADD/ADHD
Bad parenting
Physical brain damage
Nutrition
Allergies
(Phelan, 1993)
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
Making a diagnosis
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?
(Phelan, 1993)
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
(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.
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.
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 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.
Possible Good Effects:
Increase in concentration
Less impulsivity
Improved grades
Less aggressiveness
Less noisiness
More cooperation with requests
Less disruptive in class
Less hyperactivity and restlessness
Possible Side Effects:
Appetite suppression
Insomnia
Headache
Stomachache
Irritability
Drowsiness
Increased hyperactivity
Depression
Anxiety
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
What Can Teachers Do?
In addition to becoming aware of this syndrome and its components, there are many other specific strategies teachers can use to help ADD students adapt to the classroom environment. Choosing an appropriate behavior management technique and being consistent in its application is necessary for ADD children to learn what behaviors will be tolerated. The “1-2-3�? method is used for giving students two verbal warnings and then giving a brief time-out for a third disruption. Other strategies that can help prevent problems before they occur include placing the desk of an ADD child close to the front of the room, having overall consistent structure in the classroom, and allowing the child brief periods of movement such as taking a bathroom break, getting up to sharpen a pencil, and stretching. Finally, maintaining a close relationship with the parents is important to discuss some of the problems a student may be facing and ways that they can work cooperatively to assist him/her.
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 teeacher'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.
Behavioral intervention
Class rules - Have a clearlyworded 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
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?
Personal Testimonies
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.
Related Websites
Attention Deficit Disorder Association
Children and Adults with Attention Deficit Hyperactivity Disorder
Adult Attention Deficit Disorder
References
http://www.strattera.com/1_3_childhood_adhd/1_3_4_treatment.jsp
Phelan, T.W. (1993). All About Attention Deficit Disorder. Glen Ellyn, IL: Child Management Inc.
Bluestein, J. (2004). Practical Strategies for Working Successfully with Difficult Students. Bellevue, WA: Bureau of Education and Research.
Lawlis, F. (2004). The ADD Answer: How to help your child now. New York, New York: Viking Books.
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.
