Chapter 9: Attention Deficity Hyperactivity Disorder
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Transcript of Chapter 9: Attention Deficity Hyperactivity Disorder
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Chapter 9: ADHD
Adapted from a presentation by James J. Messina, Ph.D.
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Chapter 9 Questions How common is ADHD and what causes
it? How is ADHD defined and classified? What are the primary characteristics of
students with ADHD? How are students with ADHD identified? What interventions are effective for
students with ADHD?
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Prevalence and Causes of ADHD
About 3-7% of school-aged population Approximately 75% boys 50-60% have a coexisting disability Differences found in frontal brain and brain
chemistry (i.e., neurotransmitters) Often heredity Poor parenting is NOT a cause!
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DSM V Definition of ADHD
A persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.
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DSM V - Types of ADHD Predominantly
Hyperactive-Impulsive Predominantly
Inattentive Combined
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Inattention Inattention to details / careless mistakes Difficulty sustaining attention Doesn’t seem to listen Fails to follow directions or finish tasks Avoids tasks requiring sustained effort Easily distracted / daydreams Disorganized / forgetful Often loses things
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Hyperactivity Restless / Fidgets Can’t stay in seat Runs / climbs when inappropriate Difficulty playing quietly On the go – driven Talks excessively
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Impulsivity Blurts out answers Trouble taking turns Interrupts / intrudes Impatient / rushes Careless errors Risk taking / taking dares Accidents / injury prone
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Other Major Characteristics
Social and behavioral difficulties: Difficulty getting along with peers Interactions more negative and unskilled Disruptive in the classroom
Academic difficulties: 70% have problems learning in reading,
math, writing, or spelling Lack of sustained attention, organization,
and behavioral control lead to lower achievement.
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Identification Teacher may consult school psychologist, if
ADHD suspected. Multidisciplinary team (NOT teachers) should
refer parents to a physician. Multidisciplinary team evaluates behavior
and achievement using multiple measures.
Physician (e.g., psychiatrist, neurologist) diagnoses using multiple measures.
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Criteria for Diagnosis Six or more symptoms (figure 9.1) At least 6 months Two or more settings Present before age 12 More extreme than age-level peers Significant impairment in social,
academic, or occupational functioning Not accounted for by other disorders
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Eligibility May qualify for special education
under Other Health Impaired if educational performance adversely affected.
May qualify for accommodations under Section 504.
Usually placed in general education classroom.
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Medication Stimulants or amphetamines help control
behavioral symptoms. May reduce risk of future substance abuse. Teachers should monitor effects. Behavioral interventions help address
academic and social problems. Little research on alternative treatments
(diet, supplements, etc.)
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Classroom Accommodations
Preferential seating Provide movement opportunities / breaks Shorter, more frequent tasks or tests Extended time for tests, with breaks if
needed Provide support for organization skills Increase novelty
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Classroom Interventions Explicit instruction Strategy instruction Peer tutoring Computer-assisted instruction Behavior modification (e.g., token economy) Functional behavior assessment Social skills training Self-regulation
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Classroom Management Provide structure, consistency, and predictability Prepare students for transitions Present instructions briefly, clearly, and visually Provide frequent, systematic and immediate
feedback, rewards, and punishments Use more rewards than punishments (3:1 ratio) Consequences must be sufficiently potent Rewards should be varied