1 / 9

A ttention D eficit H yperactivity D isorder

A ttention D eficit H yperactivity D isorder. Mary Beth Haley Lynden Robbins TE 803. Characteristics. Diagnosable, neurobehavior disorder

unity-beard
Download Presentation

A ttention D eficit H yperactivity D isorder

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. AttentionDeficitHyperactivityDisorder Mary Beth Haley Lynden Robbins TE 803

  2. Characteristics • Diagnosable, neurobehavior disorder • Must meet specific criteria for diagnosis including certain symptoms, which display an interference in at least two areas of person’s life. Additionally, behaviors are excessive and long-term. • 3 main types: o Predominantly hyperactive/impulsive o Predominantly inattentive o Combined

  3. Symptoms • Predominantly hyperactive/impulsive • Constant movement/squirming, runs around often, interrupts, blurts out, butts in on other conversations, unable to complete quiet activities, etc. • Predominantly inattentive • Still, quiet, not paying attention, easily distracted, easily bored, slow pace, difficulty following, unorganized, day dreams, miss details, forgetful, etc. • Combined • Combination of signs of other types • Additionally: Impatience, blurting out, verbally/physically abusive, argumentative, ambivalence about consequences

  4. Treatments • Medication • Behavior Therapy • Specific examples: • Positive behavior reinforcement with clear consequences for negative behavior. • Reward systems/token economies. • Behavior management/tracking chart individualized for student. • Maintain a consistent daily schedule for the student. • Clear, explicit rules and procedures to help reduce frustration and to work within attention span. • Limit distractions in environment to promote focused attention. • Provide independent space for child to either calm down from frustration/defiant behavior, or to work more successfully to surpass inattentive behavior. • One on one support to maintain attention. • Combination

  5. Modification examples from field • For more inattentive students, modifications may resemble: • Shortened assignments, broken into smaller tasks to help sustain attention span (i.e. have student complete first two steps, rather than list of four, and conference in between) • Varying lessons and offering different instructional strategies (i.e. large group into small group, partner work, hands-on, etc.) to promote engagement • Taking breaks to redirect attention • One on one support to reteach or repeat directions • Consistent redirection • Strategic seating

  6. For more impulsive/hyperactive students, modifications may resemble: • Behavior management charts for student to track behavior through day • Daily reports home on behavior • May be adapted to half day (am/pm) or even by subject/time of day • Time-out space to resolve frustrations/ Taking breaks • Modeled examples with concise instructions • Varied instructional strategies to minimize blurting out (i.e. popsicle stick method, writing answers, writing journals to relay blurted answers later, etc.) • Consistent redirection • Strategic seating

  7. For students who fall under the combined section, any combination or variation of the previous modifications could suit them. • Any of these methods could be utilized for any student with ADHD.

  8. Misconceptions/Concerns • ADHD is a fraud by psychiatric and pharmaceutical industries to make money. • Poor parenting, poor education, too much TV, food allergies, or excess sugar causes AD/HD. • AD/HD is caused by brain damage. • Children are being overmedicated and/or unnecessarily medicated. • Children are not being medically treated enough and symptoms are going undiagnosed. • ADHD doesn’t exist. • Stimulant drugs may cause dependency issues and/or be misused, or even abused.

  9. Resources • www.ADHD.com • www.medicalnewstoday.com/info/ADHD/usefullinks.php • http://www.cdc.gov/ncbddd/ADHD/ • www.add.org • "Attention Deficit Hyperactivity Disorder (ADHD)." Health & Outreach. http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml • "Treatment of Attention-Deficit/Hyperactivity Disorder". US department of health and human services. December 1999. http://www.ahrq.gov/clinic/epcsums/ADHDsum.htm • Zwi M, Ramchandani P, Joughin C (October 2000). "Evidence and belief in ADHD". BMJ321 (7267): 975–6. doi:10.1136/bmj.321.7267.975. PMC1118810. PMID11039942 • http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1118810.

More Related