ADHD Attention Deficit Hyperactivity Disorder

ADHDADHDAttention Deficit Attention Deficit

Hyperactivity Hyperactivity DisorderDisorder

Kelly QuinnKelly Quinn

SPU Autumn 2009SPU Autumn 2009

DefinitionDefinitionA condition characterized by A condition characterized by severe problems of inattention, severe problems of inattention,

hyperactivity, and/or impulsivity; hyperactivity, and/or impulsivity; often found in persons with often found in persons with

learning disabilities.learning disabilities.

Hallahan, Kauffman, 2003

PrevalencePrevalence 3%-7% of school-aged 3%-7% of school-aged

children suffer from children suffer from ADHD. ADHD.

ADHD occurs more ADHD occurs more frequently in boys frequently in boys than girls by about than girls by about 2.5:1.2.5:1.

Center for disease control and preventionCenter for disease control and prevention. (2009, October 7). Retrieved . (2009, October 7). Retrieved November 8, 2009, from November 8, 2009, from http://www.cdc.gov/ncbddd/ADHD/.http://www.cdc.gov/ncbddd/ADHD/.

CausesCauses GeneticsGenetics

Studies indicate that if a Studies indicate that if a child has ADHD, the chance child has ADHD, the chance of his/her sibling having it of his/her sibling having it is 32% (Hallanhan, is 32% (Hallanhan, Kauffman, 2003).Kauffman, 2003).

Myth FactResearch does not support the popularly held views that ADHD is caused by:

Eating too much sugar

Watching too much television

Parenting or family chaos

Poverty

CausesCauses Brain FunctioningBrain Functioning

While the majority of children with ADHD have not While the majority of children with ADHD have not suffered brain injuries, certain types of brain injury can suffered brain injuries, certain types of brain injury can induce ADHD symptoms. ADHD most likely results from induce ADHD symptoms. ADHD most likely results from neurological dysfunction.neurological dysfunction.

Toxic SubstancesToxic Substances There is a correlation between drinking alcohol and There is a correlation between drinking alcohol and

smoking cigarettes while pregnant and ADHD in smoking cigarettes while pregnant and ADHD in children. In addition to absorbing such toxic substances children. In addition to absorbing such toxic substances in utero, exposure to lead when young has also been in utero, exposure to lead when young has also been linked to ADHD.linked to ADHD.

Copley, J. (2008, May 27). Why children develop attention deficit hyperactivity disorder. Retrieved November 8, 2009, from http://addadhd.suite101.com/article.cfm/causes_of_adhd

Fact

CharacteristiCharacteristicscsPeople with ADHD often struggle People with ADHD often struggle

with:with: Behavioral InhibitionBehavioral Inhibition Executive FunctionsExecutive Functions Persistent Goal-Directed BehaviorPersistent Goal-Directed Behavior Adaptive SkillsAdaptive Skills Socializing with PeersSocializing with Peers

Hallahan, Kauffman, 2003

Article ReviewsArticle Reviews

Emotional and Behavioral Emotional and Behavioral Difficulties and Impairments in Difficulties and Impairments in Everyday Functioning Among Everyday Functioning Among

Children with a History of ADHD.Children with a History of ADHD. The goal was to discover the spectrum of The goal was to discover the spectrum of

emotional and behavioral problems and emotional and behavioral problems and areas of impairment among children with a areas of impairment among children with a history of ADHD. history of ADHD.

Data was analyzed through a survey given Data was analyzed through a survey given to parents of children ages 4-17 with ADHD.to parents of children ages 4-17 with ADHD.

Method of research was a nationally Method of research was a nationally representative sample given in 2003.representative sample given in 2003.

Strine, T., Lesesne, C., & McGuire, L. (2006). Emotional and behavioral difficulties and impairments in everyday functioning among children with a history of attention-deficit/hyperactivity disorder [Electronic version]. Preventing Chronic Disease, 3(2).

FindingsFindingsResultsResults Children with ADHD were 6

times as likely as those without to have a high level of difficulties with emotional, conduct, and peer problems.

Children with ADHD were 9 times as likely to manifest a high level of impairment including interference with home life, friendships, classroom learning, and leisure activities.


ConclusionsConclusions Children with ADHD do have a

significant level of emotional/behavioral difficulties.

Parents, teachers, and health care providers need to be informed about signs and symptoms of ADHD.

Parents, teachers, and health care providers need to work toward appropriate treatment of ADHD.

Classroom Seating for Classroom Seating for Children with ADHD: Children with ADHD:

Therapy Balls Versus ChairsTherapy Balls Versus Chairs Purpose was to investigate in-seat behavior Purpose was to investigate in-seat behavior

and legibility using therapy balls and chairs.and legibility using therapy balls and chairs. Focused on three fourth grade students (1 Focused on three fourth grade students (1

female, 2 male) in a Language Arts female, 2 male) in a Language Arts classroom.classroom.

Method of alternating phases for three Method of alternating phases for three weeks. Each phase all students sat either in weeks. Each phase all students sat either in a regular chair or on a therapy ball – a regular chair or on a therapy ball – researchers focused on their subjects.researchers focused on their subjects.

Shilling, D. L., Washington, K., Billingsley, F. F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. The American Journal of Occupational Therapy, 57(5), 534-541.

FindingsFindingsResultsResults While using a therapy ball the

in-seat time increased dramatically as well as helping keep kids focused (sleeping in chairs was frequent).

Legible word productivity increased when sitting on a therapy ball.

Teacher felt students were better focused and produced better work when using the therapy balls.

ConclusionsConclusions The use of therapy balls may

positively impact student in-seat behavior for students with ADHD.

The use of therapy balls may positively impact student legible word productivity for students with ADHD.

The use of therapy balls were a verbalized positive experience for students with and without ADHD.


Gender Differences in Gender Differences in ADHDADHD

The purpose of this study was to evaluate The purpose of this study was to evaluate gender differences in Attention Deficit gender differences in Attention Deficit Hyperactivity Disorder.Hyperactivity Disorder.

This research was based on 18 other This research was based on 18 other studies that met specific inclusion studies that met specific inclusion criteria.criteria.

Primarily looked at academic and Primarily looked at academic and intellectual functioning, comorbid intellectual functioning, comorbid behavior problems, social behavior, and behavior problems, social behavior, and family variables. family variables.

Carlson, C., Gaub, M. (1997). Gender differences in ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 36(8).

FindingsFindingsResultsResultsGender differences not found in: Impulsivity Academic behavior Fine motor skills Social functioning

Compared to ADHD boys, ADHD girls displayed:

Greater intellectual impairments Lower levels of hyperactivity Lower levels of inattention Lower levels of peer aggression

ConclusionsConclusions This study was based off of

other studies, so although the information is accurate, researchers recognize that further research needs to be conducted in examining gender differences among children with ADHD.

No specific recommendations, modifications or accommodations were mentioned in the article.


RecommendatRecommendationsions

Vary activities and teaching approach Vary activities and teaching approach as to change the pace throughout the as to change the pace throughout the entire class period (direct instruction, entire class period (direct instruction, group work, independent work, etc.).group work, independent work, etc.).

Give students constant reminders Give students constant reminders about time for both short-term and about time for both short-term and long term class work/assignments.long term class work/assignments.

Establish a safe, positive, stress-free Establish a safe, positive, stress-free learning environment. learning environment.

Collaborate with special education Collaborate with special education teacher as well as other colleagues teacher as well as other colleagues about what works/doesn’t work with about what works/doesn’t work with specific students.specific students.

Collaborate with parents as they know their child and what works.

Collaborate with former teachers, when possible, about what worked or didn’t work in the past years.

Discuss with the student individually to form a plan to help them be successful.

Consider varied seating placement Give student a classroom job so they can

be more involved in their own academics. Be open to trying new methods (therapy Be open to trying new methods (therapy

ball for seating, allowing them to hold a ball for seating, allowing them to hold a nerf ball to squeeze, develop a place nerf ball to squeeze, develop a place where they can quietly tap their pencil).where they can quietly tap their pencil).

InclusionInclusion

Pros of Pros of Inclusion:Inclusion:

Cons of Cons of Inclusion:Inclusion:- Students with ADHD can

have successful social interactions with peers in a general education classroom.

- With proper support a student with ADHD can find a great deal of academic success.

- Placing a student with ADHD in a general education classroom will help overcome any stigmatism they may feel with a special education label.

- Students with ADHD can be a disruption to their own learning environment and also their peers’.

- There is often a lack of in-class support to help the general education teacher and a student with ADHD.

- A student with ADHD could be over-stimulated and underserved in a regular education classroom.

Applications for my Applications for my ClassroomClassroom

I will consider a variety of seating accommodationsI will consider a variety of seating accommodations Low traffic areas will help with constant distractions.Low traffic areas will help with constant distractions. Sitting up front could help with student focus.Sitting up front could help with student focus. Sitting off to the side allows student to stand without Sitting off to the side allows student to stand without

blocking students behind them.blocking students behind them. Positive peer role models help student see examples of Positive peer role models help student see examples of

how to act appropriately.how to act appropriately. I will keep an open line of communication between I will keep an open line of communication between

myself and the Special Education teacher, student, myself and the Special Education teacher, student, parents, school counselor and any other support parents, school counselor and any other support services.services.

I will assist all my students in both verbal and I will assist all my students in both verbal and written reminders to help them stay on task and be written reminders to help them stay on task and be successful.successful.

I will be flexible in my teaching style and open to I will be flexible in my teaching style and open to various accommodations/modifications.various accommodations/modifications.

Works CitedWorks CitedAmerican Psychiatric Association. Diagnostic and Statistical Manual of Mental

Disorders: DSM-IV-TR. Washington: American Psychiatric Association, 2000.

Archbold, K. Sleep Disorders and Attention-Deficit Hyperactivity Disorder in Children: A Missing Differential Diagnosis. (2006). Journal of the American Psychiatric Nurses Association, 12(4), 216 - 224.


Copley, J. (2008, May 27). Why children develop attention deficit hyperactivity disorder. Retrieved November 8, 2009, from http://addadhd.suite101.com/article.cfm/causes_of_adhd

Center for disease control and prevention. (2009, October 7). Retrieved November 8, 2009, from http://www.cdc.gov/ncbddd/ADHD/.

Hallahan, D.P. (2003). Exceptional learners: Introduction to special education, 9th Ed. San Francisco: Allyn and Bacon.



Voeller, K. (2004). Attention-Deficit Hyperactivity Disorder (ADHD). Journal of Child Neurology, 19(10), 798 - 814.

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ADHD Attention Deficit Hyperactivity Disorder