adhd - attention deficit/ hyperactivity disorder
DESCRIPTION
ADHD - Attention Deficit/ Hyperactivity Disorder. Disability Information Session UC Clermont April 28, 2009. Exercise. ADHD Self-Report Scale Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at: - PowerPoint PPT PresentationTRANSCRIPT
ADHD -ADHD -Attention Deficit/ Attention Deficit/
Hyperactivity DisorderHyperactivity Disorder
Disability Information SessionUC Clermont
April 28, 2009
ExerciseExerciseADHD Self-Report Scale
Misunderstood Minds (I need 2 volunteers…)
Visual Distraction ExerciseAuditory Distraction Exercise
Try these yourself at: http://www.pbs.org/wgbh/misunderstoodminds/
attentionbasics.html
Diagnostic ConsiderationsDiagnostic ConsiderationsDSM-IV-TR is used to make formal
diagnosisDiagnosis should only be made
by a qualified health professional or physician experienced with ADHD
Educational institutions should not be making this diagnosis or telling students they have ADHD!
3 Major Categories of 3 Major Categories of ADHDADHDPrimarily Inattentive Subtype. The
individual mainly has difficulties with attention, organization, and follow-through.
Primarily Hyperactive/Impulsive. The individual mainly has difficulties with impulse control, restlessness, and self-control.
Combined Subtype. The individual has symptoms of inattention, impulsivity, and restlessness.
Intensity of symptoms range from mild to severe.
Diagnostic ConsiderationsDiagnostic ConsiderationsFemales are typically inattentive
type and males are typically hyperactive/impulsive or combined type.
ADHD mimics many other disorders which should be ruled out before making a diagnosis. This makes it problematic to properly diagnose.
Treatment OptionsTreatment OptionsMedication (17 known to help
with ADHD)*Stimulant vs. non-stimulant
meds*Short-acting vs. long-acting
Behavioral TherapyMedication combined with
Behavioral Therapy (*Most successful treatment)
To Medicate or Not To Medicate or Not Medicate: That is the Medicate: That is the Question…Question…Stigma towards medicationSide effects of medication (poor
appetite/weight loss/sleep disturbance/irritability)
Changes in dosing needed due to body’s tolerance to medication, growth in children)
Some people feel it prevents creativity
Co-Morbid ConditionsCo-Morbid ConditionsDisruptive Disorders (Conduct
Disorder, Oppositional Defiant Disorder)
Mood Disorders (Bipolar Disorder, Depression)
Anxiety DisordersTics/Tourettes SyndromeLearning Disabilities
What Does the Research What Does the Research Say?Say?ADHD affects approximately 5-8% of
school-aged children. 60% of these children will have symptoms that persist into adulthood – 4% of adult population (www.chadd.org).
You cannot “outgrow” ADHD. If you have a mild form, you can develop strategies to manage symptoms more effectively.
UCC 37/131 students enrolled with primary code of AD for 09S. Many of these students have another diagnosis.
Educational ImplicationsEducational ImplicationsAcademic vs. PersonalAcademic issues include poor
time management and organization; poor study skills; and difficulty with reading
Personal issues include difficulty with social skills; high levels of frustration; sleep disturbance; and procrastination
Educational ImplicationsEducational ImplicationsStudents frequently suffer from
poor self-esteem because they have always struggled with school.
Faculty may think these students are unmotivated or lazy.
Executive functioning difficultieshttp://www.chadd.org/AM/Template.cfm?
Section=Especially_For_Adults
Common Common AccommodationsAccommodationsExtended Testing Time (Tests &
Quizzes)Distraction-Reduced EnvironmentReaderNotetakerTape RecorderAlternate TextAssistive Technology
*Inspiration*Kurzweil
Successful StrategiesSuccessful StrategiesUsing a calendar system (paper
or electronic)Highlighting syllabus (especially
for due dates)Weekly meeting (check-in with
advisor to help stay on track)ADHD Coaching
What Can Faculty Do?What Can Faculty Do?Offer variety in your delivery of
material. Plan a lecture one class and group work the next class.
Offer a mix of assessment styles on tests. Combine multiple choice/short answer/essay questions to keep things interesting.
Allow students to move around the classroom, chew gum, doodle, etc. This will often provide the necessary input needed to re-adjust their nervous system.
ResourcesResources http://www.nimh.nih.gov/health/publications/
attention-deficit-hyperactivity-disorder/complete-
index.shtml
www.chadd.org
http://www.additudemag.com/