AD/HD…ATTENTION DEFICIT/HYPERACTIVITY DISORDER

CLASSROOM BASICS IN AD/HD

A project of the Fairfax County Public Schools and CHADD of Northern Virginia – 2009

ww.adhdpartnership.com

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AD/HD…So what is it anyway?

AD/HD is a neurobiological disorder that has academic and behavioral implications

AD/HD is a hidden disability most likely caused by a neurochemical imbalance or deficiency in the areas of the brain responsible for attention and activity.

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PET Scan of ADD Brain

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Brain/Frontal Lobe Diagram

Neurons in the frontal

lobe send messages

by way of

neurotransmitters to

deeper structures in

the brain that control

inhibition, alertness,

and vigilance.

Medication works to

enhance this process.

Source: Barkley RA. Scientific American September 1998

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How the Brain Works

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Types of AD/HD

AD/HD, Predominately Hyperactive

Squirms in seat or fidgets

Inappropriately leaves seating

Inappropriately runs or climbs

Has trouble playing quietly

Appears driven or “on the go”

Talks excessively

Answers questions before completely asked

Has trouble awaiting turn

Interrupts or intrudes on space of others

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Types of AD/HD (cont)

AD/HD, Predominately Inattentive Type

Fails to pay close attention to details or makes careless errors

Has trouble keeping attention on tasks

Doesn’t appear to be listening

Does not follow through on instructions or complete tasks

Has trouble organizing activities or tasks

Dislikes or avoids tasks involving sustained mental effort

Loses materials

Is easily distracted

Is forgetful

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Types of AD/HD (cont)

AD/HD, Combined Type

Meets the criteria for both inattentive and hyperactive-impulsivity types

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Some Co-Existing Conditions

Social Skill Deficits

Anxiety

Depression

Learning Disabilities

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Accurate Diagnosis Requires Careful Evaluation

Comprehensive Evaluation must include:

Review of family history

Review of medical history

Psycho-social evaluation

Environmental classroom observation

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Gender Differences

BOYS

Acting out symptoms are more observable:

Hyperactivity, impulsivity, and aggression

GIRLS

More frequently inattentive. Fewer behavioral problems. More anxious and depressed.

Hyperactivity tends to manifest as hyper-verbal

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Multimodal Treatment Approach

Family Training

Educational & Behavioral Management

Counseling

Medical Management

– Some medications: Ritalin, Adderal, Dexadrine slow release: Concerta, Adderal XR, Metadate, Vyvanse, Strattera (non-stimulant), and Daytrana Patch

– Other medications may be used based on symptoms

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Identifying AD/HD Behaviors In The Classroom

Wanting to get out of seat.

Does not seem to be paying attention

Has difficulty waiting turn or intrudes in other’s space

Struggles to stay involved with difficult tasks and easily distracted

Can experience trouble getting started on work and/or needs help to complete work

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Identifying AD/HD Behaviors In The Classroom

Demonstrates difficulty organizing large projects and seeing the breakdown of the project

Can only follow one or two instructions at a time

Has disorganized notebooks and forgets materials and homework

Has poor independent work habits

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Identifying AD/HD Behaviors In The Classroom

Can demonstrate difficulty with written expression and poor handwriting

Can exhibit poor social awareness and miss social cues

Can distract others with behavior

Can demonstrate significant working memory challenges

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504 Plans and IDEA

Students with AD/HD (if they are havingsignificant difficulties in learning because of theirdisability) may qualify for:

Section 504 Plan – a civil rights law which allows adaptations in the regular classroom

IDEA (Individual with Disabilities Education Act) which provides special education services under Other Health Impaired (OHI) category.

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How Can I Help a Student with AD/HD?

The more you know about the

disability, the more effective you will

be in teaching them

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How Can I Help a Student with AD/HD?

Five simple strategies that bring success with these students are:

– Arranging seating to lessen distractions

– Providing short, clear instructions

– Breaking down large projects into time lines

– Using positive feedback – it works more effectively with these students than negative reinforcement

– Partnering with parents and student for success

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Sources and Special Thanks

Fairfax County Public Schools and CHADD ADD Partnership:

Fereshteh Sharokhi, LCSW Wendy Rudolph, PhD

Joan Mayer, MA Jeri Trudeau, MA

Patrice Garver, PhD Sonja Hamilton, M.Ed

Ann Dolin, M.Ed Nancy Shashaty, MD

Amy Stark, MA Wendy Rudolph, PhD

Anie Tandler, MA Adele Sebben, MA

Maureen Gill, LCSW

Please direct any questions to www.adhdpartnership.com

CHADD of Northern Virginia

National CHADD

Chris Dendy

Alan Zametkin, MD

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