desktop training an overview of adhd
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DESKTOP TRAINING An Overview of ADHD. Developed By John Avera, Jan Osier Bavaria District October 2006. Click your mouse to move forward to the next slide……. How to use this Power Point. Click forward with your mouse at your own pace to view each slide. - PowerPoint PPT PresentationTRANSCRIPT
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DESKTOP TRAINING An Overview of ADHD
Developed ByJohn Avera, Jan Osier
Bavaria DistrictOctober 2006
Click your mouse to move forward to the next slide……..
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How to use this Power PointClick forward with your mouse at your own pace to
view each slide. View with others so you can discuss the information.
Many thanks to Sandi Sacco for sharing this important information!
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ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
BYSANDRA E. SACCO
SCHOOL PSYCHOLOGISTClick to move to the next slide…..
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WHAT IS ADHD?
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TYPES OF ADHD ADHD, Predominantly Inattentive ADHD, Predominantly
Hyperactive/Impulsive ADHD, Combined Type
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THE ESSENTIAL FEATURE
Developmentally inappropriate
degree of inattention and/or hyperactivity-impulsivity
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CHARACTERISTICS OF ADHD (1 0f 3)
INATTENTION SITUATIONS WHERE SYMPTOMS
DISAPPEAR Novel, Interesting to child, intimidating,
and one-on-one DISTRACTIBILITY
Visual and Auditory Fantasy Distractors Somatic Distractors
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CHARACTERISTICS OF ADHD (2 of 3)
IMPULSIVITY DIFFICULTY DELAYING
GRATIFICATION HYPERACTIVITY EMOTIONAL OVERAROUSAL
TEMPER HYPER SILLINESS
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CHARACTERISTICS OF ADHD (3 of 3)
DISORGANIZATION
SOCIAL PROBLEMS: bossy, aggressive,low frustration tolerance
NON COMPLIANCE AGGRESSIVE: Defiance PASSIVE: Sloppy, forgetful
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WHAT’S REALLY WRONG WITH AN ADHD CHILD: POOR SELF CONTROL
A NEUROLOGICAL DEFICIT IN ONE’S ABILITY TO INHIBIT BEHAVIOR WHICH LEADS TO: DIFFICULTY CONTROLLING IMPULSES
AND REGULATING ONE’S BEHAVIOR DIFFICULTY RESTRAINING IMPULSES AND
STAYING WITH A PLAN OR INSTRUCTION
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THE IMPACT OF POOR SELF CONTROL ON ADHD CHILD Going with the flow - events control
child not the child controlling events Controlled by promise of whatever
seems rewarding at moment Inconsistent work performance -
high variability - controlled by events of moment
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DEVELOPMENT OF INHIBITION - RELATED MENTAL ABILITIES FRONTAL PART OF BRAIN - GIVES
POWERS OF SELF CONTROL AND CAPACITY TO DIRECT OUR BEHAVIOR TOWARDS THE FUTURE
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SELF CONTROL - 5 MENTAL PROCESSES OCCURRING IN FRONTAL PART OF BRAIN
Hindsight - forethought
Self directed Speech: Our mind’s voice and our self control Rule governed
behavior Problem solving
Separate Facts from feelings
Internalize motivation persistence, will power
Breaking apart (analysis) and Recombining Information (Synthesis)
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CAUSES OF ADHD(Current Evidence) Deficiency in brain chemicals called
neuro-transmitters (dopamine and nor epinephrine)
Lowered activity in certain brain regions Lower Electrical Activity seen on EEG Less Blood Flow to certain brain regions
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PREVALENCE AND COURSE Age of Onset:
Usually before age 7 Before age 4 in about half of the
cases, but frequently not recognized until child enters school
Prevalence: 5% of children (2 million US children, about 1-2 in an average 30 student classroom)
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PREVALENCE AND COURSESEX RATIO
Community:Hyperactive-Impulsive type : 3-4 males to 1 femaleInattentive type - 2 males to 1 female
Clinic: nine males to one female
COURSE OF DISORDER
70-80% persistence through adolescence
30-70% into adulthood
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CORE DIFFICULTIESADHD affects all aspects of the child’s
life - emotional, social and academic Difficulties in inhibiting impulses in
social behavior and cognitive tasks Difficulties getting along with others
(poor socialization) School underachievement Poor self-esteem, secondary
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COMMON FEELINGS FOR ADHD CHILDREN Irritation,
Impatience, Anger
Embarrassment about feeling ineffective
Confusion and Anxiety about Medication and Other Treatment Modalities
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RELATED DIFFICULTIES 80% have academic performance
problems 25% are classified as having a
learning disability Higher rate of grade retention Non-compliance and aggression:
co-existing conditions - ODD, CD Disturbances in Peer Relationships
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EFFECT ON SCHOOL Can’t sit still or concentrate Finds most work boring Does switch easily especially from
less structure (recess) to more structure
Blurts out inappropriate remarks frequently
RESULT: Underachievement
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EFFECT ON HOME Enigma to parent Often the black sheep in family Constant disruptions Sibling Rivalry - Intense High rate of negative interaction Won’t let parent “parent” effectivelyRESULT: Maternal depression/lowered self
esteem
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ADHD Look-Alikes Depression
Stress-induced Anxiety States
Biologically-based Anxiety Disorders
Child Abuse and Neglect
Bipolar Disorders Schizophrenia Other Medical
Disorders
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Treatment Modalities Medication Social Skills Training Behavior Modification Parent-Child Education Cognitive-Behavior Therapy Individual,Family, Group Psychotherapy Parent Skills/Management Training School Based Considerations
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SUMMARY ADHD is a neurological condition ADHD involves inattention, distractibility,
impulsivity and sometimes hyperactivity ADHD affects all aspects of life: social,
emotional, and academic There’s a wide range of treatment
modalities. Medication is the most common treatment. A multi-modal treatment plan is the most effective.
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SOURCES All About Attention Deficit Disorder
(Video) by Dr. Thomas Phelan Slide Program by Dr. B. Vverberg,
Psychiatrist, RAF, Lakenheath, England
Taking Charge of ADHD- The Complete Guide for Parents by Russell Barkley
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We hope you have gained some additional knowledge from this short PowerPoint presentation. THANK YOU for your support
of the students in the Bavaria District!
Jan and John