Attention-Deficit /Hyperactivity Disorder (ADHD)

1
Attention-Deficit /Hyperactivity Disorder (ADHD)
Kristian, Krista, Tiffany Kristina
2
Definition of ADHD Attention-deficit/hyperactivity
disorder describes children who display
persistent age-inappropriate symptoms of
inattention, hyperactivity, and impulsivity that
are sufficient to cause impairment in major life
activities. (American Psychiatric
Association APA, 2000)
3
DSM-IV Criteria for Diagnosis

• Six or more inattention symptoms or six or more
  hyperactivity-impulsivity symptoms
• Symptoms must be inconsistent with the childs
  current developmental level
• Must persist to a degree that is considered
  maladaptive for at least six months
• Additional DSM Criteria
• Some symptoms present before age 7
• Impairment from symptoms must be present in at
  least two types of settings
• Clinically significant impairment in school,
  social or occupational functioning
• Symptoms do not occur solely during a pervasive
  developmental disorder or psychotic disorder
• Symptoms are not accounted for better by
  another mental disorder

4

• Inattention
• Often does not give close attention to details or
  makes careless mistakes in schoolwork, work, or
  other activities.
• Often has trouble keeping attention on tasks or
  play activities.
• Often does not seem to listen when spoken to
  directly.
• Often does not follow instructions and fails to
  finish schoolwork, chores, or duties in the
  workplace
• Often has trouble organizing activities.
• Often avoids, dislikes, or doesn't want to do
  things that take a lot of mental effort for a
  long period of time
• Often loses things needed for tasks and
  activities
• Is often easily distracted.
• Is often forgetful in daily activities.

5

• Hyperactivity
• Often fidgets with hands or feet or squirms in
  seat.
• Often gets up from seat when remaining in seat is
  expected.
• Often runs about or climbs when and where it is
  not appropriate
• Often has trouble playing or enjoying leisure
  activities quietly.
• Is often "on the go" or often acts as if "driven
  by a motor".
• Often talks excessively.
• Impulsivity
• Often blurts out answers before questions have
  been finished.
• Often has trouble waiting one's turn.
• Often interrupts or intrudes on others (e.g.,
  butts into conversations or games).

6

• Subtypes
• Predominantly Inattentive Type
• children who only meet the criteria for
  inattention
• Predominantly Hyperactive-Impulsive Type
• children who only meet the criteria for
  hyperactivity-impulsivity
• Combined Type
• children who meet the criteria for both
  inattention and hyperactivity-impulsivity

7

• Causes of ADHD
• ADHD is a medical disorder despite many myths
• early theories thought minor head injuries or
  brain damage were the cause
• the exact cause is currently unknown, but it is
  now thought to be caused by biological factors
  that influence neurological activity
• genetic influence
• toxins in the environment
• the use of drugs/alcohol during pregnancy
• environmental/family influence

8
Treatment

• A complete medical evaluation should be conducted
  
• The condition can be diagnosed when appropriate
  guidelines are used.
• The treatment of ADHD must involve a multimodal
  approach.

9
Medication

• Stimulant (most commonly used)
• Non-stimulant
• Antidepressants
• Antihypertensives
• Mood Stabilizers
• Neuroleptic drugs

10
Stimulant Medication

• Variety of forms
• Methylphenidate
• Dextroamphetamine
• Amphetamine
• Lisdexamfetaime
• For 80 of children with ADHD, Stimulants produce
  dramatic increases in
• Sustained attention
• Impulsive control
• Persistence of work effort
• Decrease in task-irrelevant behavior
• Cooperation
• Physical Coordination

11
Behavior Therapies

• Parent Management Training (PMT)
• Parents are taught about ADHD
• Given guidelines for raising a child with ADHD
• For disruptive behavior parents are taught to use
  penalties
• Studies support PMT

12
Educational Interventions

• Focus on managing inattentive and
  hyperactive-impulsive behaviors
• Techniques are similar to those recommended to
  parents
• Reward system
• -Considerable support for school based
  interventions

13
Intensive Interventions

• Summer Treatment Programs
• Provided to children between 5-15
• Classroom and recreational activates
• Advantages peer relationships, and progress made
  during school year is not lost
• Used with medication, PMT, and Educational
  Interventions

14
Additional Interventions

• Family Counseling and Support Groups
• Helps everyone develop new skills, and attitudes,
  and teaches them how to relate more effectively
• Local and National support groups
• On-line bulletin boards
• Individual Counseling
• Teach children with ADHD how to feel better about
  ones self
• Build strengths, cope with daily problems, and
  control attention and aggression

15
Common Myths About ADHD

• ADHD is equally common among boys and girls,
  and at all ages.
• ADHD is usually outgrown
• Children with ADHD are less intelligent
• Faulty parenting is the primary cause of ADHD
• Sugar ingestion is a primary cause of ADHD

16
Common Myths About ADHD

• ADHD rating scales follow the same standards
  for boys and girls.
• Due to the increase in prevalence rates and
  rise in prescriptions, ADHD is highly
  over-diagnosed
• ADHD symptoms often do not show up in the
  preschool years
• Private school is a better option for ADHD
  children

17
Prevalence Rates

• Prevalence range from 1-10 of children under
  the age of 18
• North American prevalence rate range from 3-5
• Worldwide prevalence study 5.29
• Higher rates in North America
• Culture does have an impact on the prevalence
  of ADHD
• Higher prevalence rates when using teacher
  reports, lower prevalence rates when using parent
  reports

18
Facts

• In every classroom of 30 students, up to 3
  children may have ADHD
• ADHD children tend to show emotional
  development that is 30 slower than children
  without the disorder
• Up to 65 of children with ADHD show problems
  with defiance, non-compliance, problems with
  authority figures, show verbal hostility, and
  have temper tantrums
• 40 of children with ADHD have at least one
  parent with the disorder

19
Facts

• 50 of children with ADHD display sleeping
  problems as well
• Parents of ADHD children are 3 times more
  likely to divorce than parents of non-ADHD
  children
• Teenagers with ADHD on average have 4 times as
  many traffic tickets as non-ADHD teenagers
• 75 of boys display the hyperactive-impulsive
  type of ADHD, while only 60 of girls are
  hyperactive

20
Positive Effects of ADHD

• Often positive qualities are overlooked
• A high level of energy
• Oriented towards an active lifestyle
• Outgoing and personable
• Creative thinkers, tend to think outside the
  box
• Many of these qualities prepare ADHD students for
  successful professional lives

21
A Parents Perspective Trevors Story
http//www.adhd.ca/portals/adhd/eng/1215450158163.
html
22
Teaching Students with ADHD
The Process of Ongoing Learning and Developing

• It is crucial for teachers, parents, and
  students to be fully aware of the childs
  disorders and the effective management strategies
  available

• Enhance home-school communications

• Implementation of I.E.P.s and Behaviour Plans

23
Developing Positive Attitudes in Students with
ADHD

• Dont Let Your Students Get Burnt Out!

• Students with ADHD will often face self-esteem
  issues as they cannot control their behaviour and
  have trouble completing tasks. So it is
  important to help these children gain confidence
  in themselves by providing ways to show their
  accomplishments and abilities

• Sport Teams/Activity Groups
• Reading Buddies
• Volunteering in the school/community
• Display completed work and artwork

24
Common Problems Associated with ADHD
Students with ADHD will typically have
underdeveloped self-management skills which would
usually hinder the following skills

• Time management
• Finding materials
• Beginning independent work
• Maintaining on-task behaviour long enough to
  finish work
• Remembering the requirements and time frame for
  handing in assignments
• Attending school regularly

25
How We Can Help

• Behaviour Plans
• One is more likely to succeed in changing
  behaviour by rewarding what is seen as desired
  behaviour than by punishing what is seen as
  undesirable behaviour
• For a plan to work, the responses to acceptable
  and to unacceptable behaviours must be consistent
  and must occur each time. Inconsistent response
  patterns may reinforce the negative behaviour

• Providing management structure and routines for
  students can help combat some of the problems
  through the use of
• Checklists of required materials
• Agenda to keep track of requirements
• Classroom routines to provide consistency for
  students
• "Learning how to learn" and study skills
  strategies that provide structures for completion
  of assignments
• Breaking assignments down into manageable parts
  that can be checked and reinforced

26
Bibliography
N.A. (2002). Prevalence of hyperactivity-impulsivi
ty and inattention among candian children.
Retrieved October 22, 2008, from Human Resources
and Social Development Canada Website
http//www.hrsdc.gc.ca/en/cs/sp/sdc/pkrf/publicat
ions/research/2002-000170/page04.shtml N.A.
(2008). ADHD.ca. Retrieved October 20, 2008, from
Eli Lilly and Company Web Site www.adhd.ca N.A.
(2008). Disorder Information Sheet. Retrieved
October 22, 2008, from PsychNet-UK
Website http//www.psychnet-uk.com/dsm_iv/attent
ion_deficit_disorder.htm N.A. (2008). Attention
Deficit Hyperactivity Disorder (ADHD)-Cause.
Retrieved October 25, 2008, from WebMD Website
http//www.webmd.com/add-adhd/tc/attention-deficit
-hyperactivity-disorder-adhd-cause N.A. (2005).
Symptoms of ADHD. Retrieved October 25, 2008,
from Department of Health and Human Services
Website http//www.cdc.gov/ncbddd/adhd/symptom.h
tm N.A. (2007). Teaching students with
Attention-deficit/ hyperactivity disorder.
Retrieved October 22, 2008, from Province of
British Columbia Web site http//www.bced.gov.bc.
ca/specialed/adhd/managed.htm Barkley, R. (2000).
Taking charge of ADHD The complete,
authoritative guide for parents. New York The
Guilford Publication Inc. Barkley, R. (2006).
Taking charge of ADHD. Retrieved October 19,
2008, from Margo Richter Website
http//www.adhdnews.com/blog/archives/2006/10/qui
ck_stats_of.html Boyles, N., Contadino, D.
(1999). Parenting a child with attention
deficit/hyperactivity disorder. Chicago
Contemporary Group, Inc.
27
Faraone, V. S., Sergeant, J., Gillberg, C.,
Bierderman, J. (2003). The worldwide prevalence
of ADHD is it an American condition? Retrieved
October 20, 2008, from World Psychiatry Website
http//www.pubmedcentral.nih.gov/articlerender.fc
gi?artid1525089 Mash, E., Wolfe, D. (2005)
Abnormal child psychology. Belmont Thomson
Learning Inc. Mitchell, B. (2006). ADHD self
test. Retrieved October 22, 2008, from Curiosity
Media Inc. Web site http//www.trustyguides.com/
adhd6.html Rief, S. (1998). The add/adhd
checklist an easy reference for parents
teachers. San Francisco Jossey-Bass Schoenstadt,
A. (2008). ADHD Treatment. Retrieved October 15,
2008, from (N.A.) Web site http//adhd.emedtv.co
m/adhd/adhd-treatment.html Silver, L. B. (2004).
Attention-deficit hyperactivity disorder a
clinical guide to diagnosis and treatment for
health and mental health professionals.
Washington American Psychiatric Publishing,
Inc. Stein, D. (1999). Ritalin is not the answer
A drug-free, practical program for children
diagnosed with ADD or ADHD. San Francisco
Jossey-Bass Inc. Swierzewski, S. (2008)
Attention-deficit hyperactivity disorder (ADHD).
Retrieved October 15, 2008, from ( N.A. Web site
http//www.neurologychannel.com/adhd/medication.sh
tmlnon The Health Center. (2006). Child
ADD/ADHD self test. Retrieved October 22, 2008,
from The National Center for Health and Wellness
Web site http//www.thehealthcenter.info/selftest
.php?id16 Wender, P. H. (2001).
Attention-deficit hyperactivity disorder in
children, adolescents, and adults. New York
Oxford University Press. West, K. (2000). The
Positive Side of ADD. Retrieved October 21, 2008,
from Lesson Tutor Website http//www.lessontutor
.com/kw4.html Wodrich, D. (2000). Attention
deficit/hyperactivity disorder What every parent
wants to know. Baltimore Paul H. Brooks
Publishing Co.