1 / 15

ADHD - Attention Deficit/ Hyperactivity Disorder

ADHD - Attention Deficit/ Hyperactivity Disorder. Disability Information Session UC Clermont April 28, 2009. Exercise. ADHD Self-Report Scale Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at:

pachecor
Download Presentation

ADHD - Attention Deficit/ Hyperactivity Disorder

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. ADHD -Attention Deficit/ Hyperactivity Disorder Disability Information Session UC Clermont April 28, 2009

  2. Exercise • ADHD Self-Report Scale • Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at: • http://www.pbs.org/wgbh/misunderstoodminds/attentionbasics.html

  3. Diagnostic Considerations • DSM-IV-TR is used to make formal diagnosis • Diagnosis should only be made by a qualified health professional or physician experienced with ADHD • Educational institutions should not be making this diagnosis or telling students they have ADHD!

  4. 3 Major Categories of ADHD • Primarily Inattentive Subtype. The individual mainly has difficulties with attention, organization, and follow-through. • Primarily Hyperactive/Impulsive. The individual mainly has difficulties with impulse control, restlessness, and self-control. • Combined Subtype. The individual has symptoms of inattention, impulsivity, and restlessness. • Intensity of symptoms range from mild to severe.

  5. Diagnostic Considerations • Females are typically inattentive type and males are typically hyperactive/impulsive or combined type. • ADHD mimics many other disorders which should be ruled out before making a diagnosis. This makes it problematic to properly diagnose.

  6. Treatment Options • Medication (17 known to help with ADHD) *Stimulant vs. non-stimulant meds *Short-acting vs. long-acting • Behavioral Therapy • Medication combined with Behavioral Therapy (*Most successful treatment)

  7. To Medicate or Not Medicate: That is the Question… • Stigma towards medication • Side effects of medication (poor appetite/weight loss/sleep disturbance/irritability) • Changes in dosing needed due to body’s tolerance to medication, growth in children) • Some people feel it prevents creativity

  8. Co-Morbid Conditions • Disruptive Disorders (Conduct Disorder, Oppositional Defiant Disorder) • Mood Disorders (Bipolar Disorder, Depression) • Anxiety Disorders • Tics/Tourettes Syndrome • Learning Disabilities

  9. What Does the Research Say? • ADHD affects approximately 5-8% of school-aged children. 60% of these children will have symptoms that persist into adulthood – 4% of adult population (www.chadd.org). • You cannot “outgrow” ADHD. If you have a mild form, you can develop strategies to manage symptoms more effectively. • UCC 37/131 students enrolled with primary code of AD for 09S. Many of these students have another diagnosis.

  10. Educational Implications Academic vs. Personal • Academic issues include poor time management and organization; poor study skills; and difficulty with reading • Personal issues include difficulty with social skills; high levels of frustration; sleep disturbance; and procrastination

  11. Educational Implications • Students frequently suffer from poor self-esteem because they have always struggled with school. • Faculty may think these students are unmotivated or lazy. • Executive functioning difficulties http://www.chadd.org/AM/Template.cfm?Section=Especially_For_Adults

  12. Common Accommodations • Extended Testing Time (Tests & Quizzes) • Distraction-Reduced Environment • Reader • Notetaker • Tape Recorder • Alternate Text • Assistive Technology *Inspiration *Kurzweil

  13. Successful Strategies • Using a calendar system (paper or electronic) • Highlighting syllabus (especially for due dates) • Weekly meeting (check-in with advisor to help stay on track) • ADHD Coaching

  14. What Can Faculty Do? • Offer variety in your delivery of material. Plan a lecture one class and group work the next class. • Offer a mix of assessment styles on tests. Combine multiple choice/short answer/essay questions to keep things interesting. • Allow students to move around the classroom, chew gum, doodle, etc. This will often provide the necessary input needed to re-adjust their nervous system.

  15. Resources • http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml • www.chadd.org • http://www.additudemag.com/

More Related