Questions

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Questions Answers for Parents of Children
with Attention Deficit Disorder
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When parents are confronted with the possibility
their child may suffer from Attention Deficit
Disorder (ADD), there are generally more
questions than answers. This presentation will
help parents find answers to some general
questions about ADD and their child.
What is Attention Deficit Disorder (ADD)?
How can I help my child?
How can I help my child succeed in school?
How can I be a better parent in order to help my
entire family?
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What is Attention Deficit Disorder (ADD)?

• As a parent, it is important to understand the
  clinical definition of ADD. Questions that arise
  after this understanding include
• How common is ADD?
• Is there more than on kind of ADD?
• How can I tell if my child has ADD?
• How will a doctor or profession determine if my
  child has ADD?
• Did I cause this to happen to my child?
• What are some of the potential problems my child
  may face?
• Is it all bad news or does my child have some
  strengths?

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What is Attention Deficit Disorder (ADD)?
Attention Deficit Disorder as defined by the
American Psychiatric Association is a
persistent pattern of inattention, impulsivity,
and/or hyperactivity-impulsivity that is more
frequent and severe than is typically observed in
individuals at a comparable level of development
(Salend Rohena, 2003, p. 260).
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ADD is a psychiatric diagnosis rather than a
separate disability category recognized by the
Individuals with Disabilities Education Act
(IDEA) (Salend Rohena, 2003). Children with
ADD may qualify for special education services
under the IDEA category of other health
impairments (Turnbull, R., Turnbull A., Shank,
Smith, Leal, 2002). It is a brain disorder that
may last a lifetime (Fell Pierce, 1995).

• The IDEA definition includes students
• having limited strength, vitality, or alertness,
  including a heightened alertness with respect to
  the education environment
• Is due to chronic or acute health problems such
  as asthma, attention deficit disorder or
  attention deficit hyperactivity disorder,
  diabetes, epilepsy, a heart condition,
  hemophilia, lead poisoning, leukemia, nephritis,
  rheumatic fever, and sickle cell anemia and
• Adversely affects a childs educational
  performance (34 Code of Federal Regulations
  300.7(9)as quoted in Turnball et al., 2002).

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How common is ADD?

• Millions of American children have been diagnosed
  with ADD
• One of the most frequently diagnosed disorders in
  childhood
• Perhaps affecting as much as 20 of school age
  children (Erk, 1995)
• Most common neurological disorder of childhood
  (Erk, 1997)
• 3.4 of adolescent girls have ADHD
• 7.3 of adolescent boys have ADHD (McCleary,
  2003)

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Is there more than one kind of attention deficit
disorder?

• Three types of ADD
• Inattention accompanied by hyperactivity (ADHD-HI
  or ADHD)
• Predominantly inattentive (ADD/IA), without
  hyperactivity (ADD/WO), or undifferentiated
  (UADD).
• Combination of hyperactivity and distractibility
  (ADHD-C)

Common characteristics Their
inattentiveness, disorganization, and poor
motivation interfere with their learning and
academic performance, their social interactions
and friendships with others, and their emotional
development (Salend Rohena, 2003, p. 261).
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How can I tell if my child has ADD?
Professional assessment is required but behaviors
to observe include

• Inattentive to work or play activities
• Not listening when spoken to
• Not following directions at home or school
• Having problems with organization
• Being distracting
• Moving or talking excessively
• Acting in an impulsive manner
• Interrupting
• Failure to take turns in play or conversation

A cluster of these behaviors must be present
before the age of 7 And interfere with the
individuals social, education, and occupational
performance in two or more settings And not be
related to other medical or psychiatric
conditions (Salend Rowena, 2003)
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How will a doctor or other professional determine
if my child has ADD?

• A multi-method, multi-factor, multi-disciplinary
  assessment process will be used to identify and
  assess students with ADD which may include
• Behavior assessments, measurement of behavioral
  and social skills, functional behavioral
  assessments
• Student academic performance factors
• Consideration of cultural and linguistic factors
• Determination IDEA or Section 504 eligibility
  (Salend Rohena, 2003)
• Complete physical and neurological evaluation by
  a physician (Schwiebert Sealander, 1995)

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Did I cause this to happen to my child?

• Factors contributing to ADD
• Neurological condition multifaceted and the
  focus of on-going research (Salend Rohena,
  2003) Brain dysfunction but not brain damage
  (Erk, 1997)
• Biological factors temperament (Salend
  Rohena, 2003) Heredity (Erk, 1997)
• Environmental factors allergies, pre-, peri-
  and post-natal care
• Experiential factors interaction with family
  and others, cultural economic background.
  (Salend Rohena, 2003)
• Malnutrition (Schwiebert Sealander, 1995)

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What are some of the potential problems my child
may face?

• May develop emotional, social, developmental,
  academic and/or family difficulties
• May result in anger, aggression, depression or
  anxiety
• At risk for dropping out of school
• At risk for alcohol and/or drug abuse
• Increased risk for delinquency (Schwiebert
  Sealander, 1995)

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Is it all bad news or does my child have some
strengths?
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Once a child has been diagnosed with ADD, parents
may ask many questions including the following
How can I help my child?
What is a holistic approach to ADD?
What are some common interventions I can expect
for my child with ADD?
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How can I help my child?

• Your most important role is that of a parent.
  Enjoy your child. Provide close and loving
  support. Your involvement can reap tremendous
  educational benefits for your child. Share
  information, become an expert observer and
  communicate with key personnel (Fell Pierce,
  1995).
• Seek help. Parent training can help you help
  your child reduce activity level, minimize
  conflict and anger intensity, and increase
  on-task behavior. Increased parenting skills can
  have a positive effect on the behavior of your
  child (Erk, 1997).
• Employ a holistic approach focusing on internal
  empowerment rather than external control. Help
  your child discover their inner resources through
  a combination of strategies. We know what kids
  cant do. We need to focus on what they can
  do (Armstrong, 1996).

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What is a holistic approach to ADD?

• Possible Holistic Approaches
• Cognitive use focusing and attention training
  techniques including biofeedback, organizational
  strategies, etc.
• Ecological limit television, use music and art,
  good diet
• Physical strong physical education program
• Emotional build self-esteem
• Behavioral use contracting, immediate feedback,
  natural logical consequences, etc.
• Social teach effective communication skills,
  social skills, peer tutoring, cooperative
  learning, etc.
• Educational use computers, hand-on learning,
  multiple intelligences, develop creativity
  (Armstrong, 1996)

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What are some common of interventions I can
expect for my child with ADD?
Behavioral and social interventions class
environment, tasks, novelty and stimulation on
repetitive tasks, improved task structure such as
shape, color and texture, smaller class sizes,
direct instruction, peer mediation, time-out,
token economy (rewards) (Schwiebert Sealander,
1995). Educational interventions (Salend
Rohena, 2003) Cognitive interventions such as
problem solving, teaching cognitive strategies,
self monitoring, bibliotherapy (Schwiebert
Sealander, 1995) Pharmacological interventions,
possibly Ritalin, Dexedrine, or Cylert
(Schwiebert Sealander, 1995) Home-School
partnerships with families (Salend Rohena, 2003)
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Concerned parents of children diagnosed with ADD
must learn to adapt to an education system that
may require parental involvement. Frequently
asked questions include
What are some specific educational interventions
for children with ADD that I may suggest for my
childs teacher?
What are some strategies I can use at home to
help my child succeed in school?
How can I be a good advocate for my child?
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What are some specific educational interventions
for children with ADD that I may suggest for my
childs teacher?

• Educational interventions - TGIF model is often
  effective for ADD students
• Teacher-directed instruction high rates of
  active student engagement, fast-paced lessons,
  immediate and positive feedback and correction
  procedures for student errors Some specific
  techniques include asking frequent questions, an
  on-task chart, and social skills education such
  as following instructions
• Guided practice activities teacher leads and
  prompts students through structured activities
• Independent practice activities Teacher
  provides fewer prompts and less guidance to build
  fluency and generalize information
• Final measurement End-of-unit performance
  assessment with continuous measurement of
  student understanding throughout the unit (Kemp
  Fister, 2003)

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What are some specific educational interventions
for children with ADD that I may suggest for my
childs teacher? (Cont.)

• ADD students need structured daily schedules with
  opportunities for movement
• Strategies must be interesting relevant,
  motivating, and multisensory
• Encourage active participation, interaction with
  others, and choices incorporating learning styles
  and strengths
• Use graphic organizers Allow students to write
  their own books (Ostoits, 1999)
• Encourage students to interact with classmates
  during assignments and when possible involve
  family members, peers, and community (Church et
  al., 2003)

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What are some specific educational interventions
for children with ADD that I may suggest for my
childs teacher? (Cont.)

• Use simple, noncompetitive games
• Help students recognize non-verbal language and
  unwritten rules to enhance social and friendship
  skills
• Set behavior goals, acknowledge and comment on
  appropriate behavior, and offer rewards that
  foster cooperation and social interaction
• Help students learn to evaluate the effectiveness
  of their social strategies and help clarify rules
  
• Encourage students to develop outside interests
• Encourage sharing of concerns (Church et al.,
  2003)

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What are some strategies I can use at home to
help my child succeed in school?

• Be a partner in your childs education
• Help your child see how they are different from
  and are similar to others
• Help them learn to handle criticism
  constructively
• Develop an understanding of their strengths and
  weaknesses
• Help your child develop study skills and learning
  strategies to foster cognitive and
  social-emotional growth
• Help children understand they are not alone in
  the problem
• Help your child face challenges and maximize
  their potential (Fouse Morrison, 1997)

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How can I be a good advocate for my child?

• Develop your advocacy skills
• Understand that families of children with ADD are
  vulnerable to stress
• Avoid jargon ask for explanations if you dont
  understand what is being said
• Attend all meetings and conferences to expand
  your knowledge and support your childs learning
  and include all important family and caregivers
  in decisions and strategies
• Seek strategies for managing your childs
  behavior he or she is not misbehaving to be
  malicious! (Mathur Smith, 2003)

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How can I be a good advocate for my child?
(cont.)
6. Network with other families and use the
internet to get current information about ADD 7.
Use a dialogue notebook between home and
school 8. Be prepared to mend fences (Mathur
Smith, 2003) 9. Dont isolate yourself from
family and friends because of difficulties with
ADD 10. Believe in yourself you are a good
parent! (McCleary, 2002)
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Parents with an ADD child must understand their
need for assistance and support. Frequently
asked questions include
How can I help be a better parent in order to
help my entire family?
Im feeling so stressed. Is this normal?
What can I do about the stress Im feeling?
What kind of help is available to me as a parent?
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Im feeling so stressed. Is this normal?
Stressors faced by parents of ADD children

• Parent factors such as health, depression, sense
  of competence, personality, and psychopathology
• Child factors such as adaptability,
  acceptability, demandingness, mood, hyperactivity
• Socio-economic factors such as parent role
  restrictions, spousal relationship, and social
  support
• Parent and child conflict is determined by all
  three of the above (McCleary, 2002)

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What can I do about the stress Im feeling?

• Problem focused coping
• Learning about ADHD,
• Learning about child development and parent-child
  relationships
• Restricting the childs activity
• Arguing
• Working to change school expectations (McCleary,
  2002)

Coping is what parents do to manage stressors
based on your resources and how well you can use
them

• Emotion focused coping
• Time apart
• Venting frustrations
• Reappraising situation as less stressful
  (McCleary, 2002)

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What kind of help is available to me as a parent?

• Parent education and/or counseling about dealing
  with your ADD child may
• Improve your ability to make treatment decisions
• Improve confidence
• Correct misperceptions about ADHD/provide
  information
• Change negative attitudes about behavior
• Provide training on problem solving,
  communication and conflict resolutions
• Empower you to establish support groups
• Encourage you to increase social support networks
• Improve coping skills (McCleary, 2002)

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PARENTS AND TEACHERS As you deal with ADD
students and children, take the advice of Sir
Winston Churchill NEVER, NEVER, NEVER GIVE UP!
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Helpful web sites and references for additional
answers to your questions.
What is Attention Deficit Disorder
(ADD)? http//www.nimh.nih.gov/ Barkley, R.A.
(1990). Attention-deficit hyperactivity disorder
A handbook for diagnosis and treatment. New York
Guildford Press.
How can I help my child? http//www.chadd.org/ Cr
ock, W. (1991). Help for the hyperactive child.
Jackson, TN Professional Books.
How can I help my child succeed in
school? http//www.add.org/ Parker, H.C. (1992).
The ADD hyperactivity handbook for schools.
Plantation, FL Impact Publications.
How can I help I be a better parent in order to
help my entire family? http//www.adhd.com/ Anders
on, S. (2001). ADHD and the role of parents. Drug
Benefit Trends, 13, 21-24.
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References Armstrong, T. (1996). A holistic
approach to attention deficit disorder.
Educational Leadership, 53(54), 34-36. Church,
K., Gottschalk, C. M. Leddy, J.N. (2003).
Enhance social and friendship skills.
Intervention in School Clinic, 38(5),
307-310. Erk, R. R. (1995). The evolution of
attention deficit disorders terminology.
Elementary School Guidance Counseling, 29(4),
243-249. Erk, R. R. (1997). Multidimensional
treatment of attention deficit disorder A family
oriented approach. Journal of Mental Health
Counseling, 19(1), 3-23. Fell, B. Pierce, K.
(1995). Meeting the ADD challenge A multimodal
plan for parents, students, teachers and
physicians. Intervention in School and Clinic,
30(4), 198-202. Fouse, B Morrison, J. A.
(1997). Using childrens books as an intervention
for attention deficit disorder. The Reading
Teacher, 50(5), 442-445. Kemp, K. Fister, S.
(1995). Academic strategies for children with
ADD. Intervention in School Clinic, 30(4),
203-210.
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References (continued) Mann, S. (1996). The ADD
strategies worksheet. School Counselor, 44(2),
155-158. Mathur, S. Smith R. M. (2003).
Collaborate with Families of Children with ADD.
Intervention in School and Clinic, 38(5),
311-315. McCleary, L. (2002). Parenting
adolescents with attention deficit hyperactivity
disorder. Health and Social Work, 27(4),
285-292. Ostoits, J. (1999). Reading strategies
for students with ADD and ADHD in the inclusive
classroom. Preventing School Failure, 43(3),
129-132. Salend, S. J. Rohena, E. (2003).
Students with attention deficit disorders An
overview. Intervention in School and Clinic,
38(5), 259-266. Schwiebert, V. L. Sealander, K.
A. (1995). Attention deficit hyperactivity
disorder An overview for school counselors.
Elementary School Guidance and Counseling, 29(4),
249-261. Turnbull R., Turnbull A., Shank, M.,
Smith, S., Leal, D. (2002). Exceptional lives
Special education in todays schools (3rd ed.).
Upper Saddle River, NJ Pearson Education, Inc.