* ADD Success Stories:
A Guide to Fulfillment for Families with Attention Deficit Disorder - Hartmann & Ratey
* Attention Deficit Disorder: A Different Perception -Hartmann
* Attention Deficit Disorder: Helpful, Practical guide for Parents and Educators - McEwan
* Cognitive-Behavioral Therapy with Adhd Children: Child, Family, and School Interventions - Braswell & Bloomquist
* Driven to Distraction/Recognizing and Coping with Attention Deficit Disorder... - Hallowell & Ratey
* All About ADD: Understanding Attention Deficit Disorder - Selikowitz
Children and Adults with ADD - C.H.A.D.D.
(305) 587-3700
Attention Deficit Disorders Association (ADDA)
(303) 690-0694
Challenge:A Newsletter of the Attention Deficit Disorder Association
(508) 462-0495
Attention Deficit Disorder
- About A.D./H.D.
- Diagnostic Processes
- Cause
- Treatment
- Behavior Management
- How Does A.D./H.D. Affect School?
- Quiz!!!!!!:)
WHAT IS ATTENTION DEFICIT DISORDER?
Attention Deficit Disorder (A.D.D..) is a disorder accompanied by impulsive behavior, with a tendency to be distracted. It is most commonly accompanied by hyperactivity (A.D.H.D.) which includes inattentiveness and fidgety behavior. Children with A.D./H.D. tend to have problems in school, remaining seated, following instructions, concentrating on single tasks, waiting their turn, and simply finishing their work. A.D./H.D. is not a learning disability in itself, however, children affected by the disorder have trouble learning and some (10-33%) of them have a learning disability in addition to A.D./H.D. The D.S.M.IV breaks up the symptoms of A.D./H.D. into three categories: hyperactivity, impulsitivity, and inattentiveness. The symptoms are as follows.
Hyperactivity:
* often fidgets and squirms
* often leaves seat when inappropriate
* often runs/climbs excessively in inappropriate situations
* often has difficulty playing/engaging/ in leisurely activities
* is often "on the edge"
*often talks excessively
Impusitivity:
* blurts out
* has difficulty awaiting turn
* often interrupts/intrudes
Inattentiveness:
* often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
* often has difficulty sustaining attention in tasks or play activities
* often does not listen when spoken to
* does not follow through with instructions
* Has difficulty organizing tasks/activities
* avoids/dislikes tasks that require sustained mental effort
* often loses things
* is easily distracted
* is often forgetful
An estimated 1.46-2.26 million children suffer from A.D./H.D. in the United States (roughly 35% of the student population), however it is not limited to kids. Many children go unrecognized or unassisted, and many adults never realize they are affected until they discover A.D./H.D. in their children. Without treatment, children may fall behind in school or suffer with friends because of poor cooperation skills. Self -esteem also suffers because of student failure and teacher criticism. Medication can be helpful, but is best as part of a plan of treatment including on-going evaluation and possibly psychotherapy.
Children can exhibit symptoms of A.D./H.D. without actually suffering from the disorder. A proper diagnosis must involve examining the child's history (parent, teacher, doctor) and different settings and situations. When a child is being evaluated for A.D./H.D. , parents fill out questionnaires about the child's behavior, doctors check the child for other possible physical problems (eye, ear, etc...), a specialist observes the child, and then the child ungergoes psychiatric evaluation.
In the psychiatric evaluation, a psychiatrist assesses the child's problems with inattentiveness, impulsitivity, and hyperactivity. The severity of these problems are then assessed, and information on other possible contributing disabilities is gathered.
There are also numerous rating scales that check for A.D./H.D., however a diagnosis can not solely rely on the results of these scales. Some scales commonly used are as follows:
* Child Behavior Checklist, Teacher Report Form - Achenback & Edelbrock
* Conners Parent Rating Scale & Teacher Rating Scale - Conners
* Revised Behavior Problem Checklist - Quay & Peterson
* A.D./H.D. Rating Scale for Parents or Teachers - DuPaul
Studies show that there are indeed differences in the brains of children with A.D./H.D. and in the brains of those not suffering with the disorder. The cause for these brain differences, however, are not yet known. There is suspicion that the cause is genetic or biological, but environment may also contribute or determine the child's display of certain behaviors. Some think A.D./H.D. is caused by an imbalance of neurotransmitters, which are the chemicals tin the brain that control behavior, or it may be caused by abnormal glucose metabolism in the central nervous system. A.D./H.D. may also be a developmental problem, possibly related to the cause of learning disabilities.
There is no cure for A.D./H.D., but there are successful treatments through medication, psychotherapy, and education. Medication provides immediate, short term effects. Drugs such as Ritalin, Dexedrine, and Cylert work to allow the brain and the nervous system to better communicate with the rest of the body. Sixty - 90% of children with the disorder take medication, but with out other interventions, the results tend to decrease over time.
It also helps kids with A.D./H.D. to learn how to control their own behavior. This is done by using positive and negative reinforcement. Psychologists can help with self-esteem, anxiety, and social skills.
Children with A.D./H.D. show different combinations of behaviors and not all behaviors appear in all children suffering from the disorder. According to the American Psychiatric Association, common behaviors of kids with A.D./H.D. are as follows:
* fidgeting with hands or feet or squirming
* difficulty remaining in their seat when required
* difficulty sustaining attention and waiting their turn in tasks, games, or group situations
* blurting out
* difficulty following through on instructions
* difficulty shifting from one activity to another
* failure to give close attention to details
* losing things necessary for tasks and activities
* difficulty listening to others without interrupting
The main goal of behavior management is to increase appropriate behavior and decrease inappropriate behavior. The best way to do that is to pay attention, in other words, catch the child being good and give positive reinforcement. Kids with A.D./H.D. respond best in structured, predictable environments. Rules should be clear and consistant, with limited demands and plenty of rewards. Praise must be frequent. Behavior management is a skill and requires practice.
Children who suffer from A.D./H.D. are often unable to follow rules or perform well academically. A.D./H.D. is not a learning disability, but because these kids have problems focusing, the amount of work they can accomplish is reduced. Also, these children tend to be careless and make mistakes , which is detrimental to school performance. Usually, A.D./H.D. affects students in one or more of the following ways:
* starting tasks
* staying on tasks
* completing tasks
* making transitions
* interacting with others
* following through on directions
* producing work at consistently normal levels
* organizing muti-step tasks
To improve these problems in the classroom, place the child with teachers who are positive, upbeat, and highly organized. Make sure the teacher uses a lot of praise and rewards. Teacher should also provide a structured, predictable environment. Display rules, post schedules and assignments, call attention to schedule changes, set specific times for specific tasks, design quiet work space if needed, set child with positive peer models, plan academic subjects for the morning hours, give regular, frequent breaks, and use attention getting devices such as hand signals. As a teacher of a student with A.D./H.D. it is O.K. to modify the curriculum. These children benefit from the idea that less is more. Some other strategies for teaching the child with A.D./H.D. are:
* seat student close to the teacher
* shorten or reduce the difficulty of the assignment
* teach learning strategies
* use behavioral approaches (check points, stickers, awards, etc...)
* provide social skills instruction
* provide organized assistance
1. When treating a child with A.D./H.D., using the proper prescribed medication will completely curb the problem.
A - True
B - False
2. A.D./H.D. is a childhood disorder that you eventually grow out of.
A - True
B - False
3. The main goal of behavior management of a student with A.D./H.D. is
A - Increase the appropriate behavior and decrease inappropriate behavior
B - To teach the child to act like all the other kids
C - To make life easier for you
D - Avoid the overuse of medicinal solutions
Answers: 1 - B, 2 - B, 3 - A
Sources:
* Mary Fowler, National Information Center for Children and Youth with Disabilities, http://www.ldonline.org/ld_indepth/add_adhd/add_nichcy.html
*U.S. Dept. of Education, http://www.ldonline.org/ld_indepth/add_adhd/add_doe_facts.html
*AACAP, http://www.aacap.org/web/aacap/factsfam/noattent.htm
*Council for Exceptional Children, Children with ADD : a shared responsibility , 1992