Chapter 6: AttentionDeficit Hyperactivity Disorder

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Chapter 6 Attention-Deficit/ Hyperactivity
Disorder
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DSM-IV Definition

• AD/HD is a persistent pattern of inattention and/
  or hyperactivity-impulsivity that is more
  frequent and severe than is typically observed in
  individual at a comparable level of development.
• AD/HD must significantly and negatively affect
  the educational process

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AD/HD Characteristics

• Served under Other Health Impairments category
• Experience developmental delay of inhibition
• Difficulty with self-regulation
• Experience associated positive characteristics
• Three types
• Predominately inattentive
• Predominately hyperactive/ impulsive
• Combined

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AD/HD Causes and Prevalence

• Causes
• Environmental explanations (research has
  discounted most environmental causes)
• Biological explanations (most likely cause)
• Pre-, peri-, and postnatal trauma
• Brain differences
• Genetics

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• Prevalence
• 3 to 6 percent of school-aged children have AD/HD
• 3 to 1 ratio of boys to girls
• As many as 50 of children with AD/HD are
  undiagnosed

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AD/HD Evaluation Process

• Diagnosis by psychologist, psychiatrist, or
  physician often occurs outside the school system
• Assessment Instruments
• Behavioral rating scales- ADHD Rating Scale- IV
• Continuous performance tests (CPTs)
• Child Behavior Checklist- Direct Observation Form
• New types of brain imaging

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Effective Teaching Practices

• Curricular Goals
• Gaining a sense of self-efficacy
• Regulating motivation
• Improving self-control
• Reducing inappropriate behavior
• Implementation Instruction
• Multimodal approach to remediation
• Academic motivations (relevance, novelty,
  variety, choices, activity, challenge, and
  feedback)

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• Professional organizers or coaches
• Other issues (behavioral, physical, and
  self-efficacy)

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Programs and Practice

• Early Childhood University of Florida
  Multidisciplinary Diagnostic and Training Program
  (MDTP)- increases academic progress and social
  success through the use of multimodal treatments
• Elementary Years Multisensory motivation
  program- a unique curriculum to teach personal
  management skills

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• Middle and Secondary Years Lehigh University
  Consulting Center (LU-CCADD)- program includes
  inservice training, on-site consultation, and
  follow-up
• Transition and Postsecondary Years Vassar
  College Campus Support Services- comprehensive
  program providing accommodations and emphasizing
  self- efficacy skills

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Encouraging Participation

• Practice Inclusion
• The general education classroom is the
  appropriate placement for most students with
  AD/HD
• Foster Collaboration
• Professional
• Provide the student with consistency
• Monitor the effects of medication
• Family
• Provide support and resources to help families
• Use positive and negative strategies

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• Peers
• A close friend can make a positive difference