adhd sped 101
DESCRIPTION
A presentation on the characteristics of ADHD, Definition, symptoms, how to meet the need of children with ADHDTRANSCRIPT
ADHD By
PepsiMariniel
leNguyen
Attention Deficit Hyperactive Disorder
Definition of ADHD:
Most professionals rely on the (APA’s) and (DSM) criteria to determine whether an individual has
ADHD. Over the years, researchers and practitioners have debated whether ADHD is a
single syndrome or whether there are subtypes. Partly as a result of this debate the name of this
condition has changed overtime. For example, for several years, the APA used the general term (ADD) to refer to all the people with the condition. It then allowed for the subtypes of ADD with hyperactivity
and ADD without hyperactivity.
For short : Attention deficit hyperactivity
disorder is a term that has emerged from
attempts to describe inattentive, overactive
and impulsive behaviour.
Identification of ADHD:
Most authorities agree that there are four
important components to assessing whether a student has ADHD: a
medical examination, a clinical interview, teacher and parent rating scales,
and behavioral observations.
-is necessary to rule out medical conditions, such as brain tumors, thyroid
problems, or seizure disorders, as the cause of
the inattention/or hyperactivity (Barkley and Edwards, 2006).
Medical Examination:
-provides information about the child’s physical and psychological characteristics, as well as family dynamics and interaction with peers. Although the interview is essential to the diagnosis of ADHD, clinicians need to recognize the subjective nature of the interview situation. Some children with ADHD can look surprisingly “normal” in their behavior when in the structured and novel setting of a doctor’s office.
Clinical Interview of the parent (s):
Whenever possible, the clinician should observe the student. This can be done in the classroom:
*Clinicians who specialize in diagnosing and treating children with ADHD sometimes have specially designed observation rooms in which in which they can observe the child while he or she performs task requiring sustained attention. In addition, professionals can use a CPT in the clinic.
Clinical Interview of the parent (s):
• Myth: the primary symptom is
inattention
• Fact: they are facing with
– behavior inhibit ion ( w a i t f o r t h e i r t u rn ,
re s i s t d i s t r a c t i o n )
– Executive function
– Time awareness
– Management
• Myth: Al l chi ldren with ADHD are
hyperactive
• Fact: 3 types :– 1 . P redominant ly i na t ten t i ve type
– 2 . Predominan t l y hyperac t i ve -
impu l s i ve type
– 3 . comb ined typed
Misconceptions about ADHD
• Myth: ADHD is primary the result of
brain injury
• Fact: Result of neurological
dysfunction/ hereditary factors
• Myth: The social problems of
students with ADHD are due to
their not knowing how to interact
social ly
• Fact: they know how to act but the
behavioral inhibit ion makes it
diffi cult for them to act
appropriately
• Myth: with their condition, the
learning environment must be
highly unstructured
• Fact: most recommended highly
structured most especial ly in early
stage
Prevalence
• begins in childhood and can affect all areas of a patient’s life.
• 3% - 7% of school-aged children• Boys outnumber girls 3 to 1 • However, girls may be under
diagnosed.
Prevalence in the Philippine
• 80% of adolescents have the symptoms• 60% of adults show the symptoms• 40%-50% of children with ADHD have
learning disabilities• 30%-50% of children with ADHD engage in
disorderly conduct and exhibits signs of anti-social behavior
• 35% of children with ADHD do not finish high school
• 25% of children with ADHD oftentimes fight with other kids
• 20% to 25% of children experience hyperactivity
• 3-5% of the world population has ADHD
Predominantly inattentive (ADHD/I)
difficulty paying attention/ to concentrate and complete tasks
forgetful and easily distracted
poor organizational skills, lethargic, sluggish, shy, anxious or constantly daydreaming
most often diagnosed in adolescent girls, and is diagnosed if six or more symptoms of inattention have persisted for more than six months.
–Pooh type- Inattentive, sluggish, slow-moving, unmotivated, daydreamer
Predominantly hyperactive/impulsive (ADHD/HI)
difficulty controlling behavior serious aggressive or oppositional
behavior and antisocial conduct.
fidget and excessively restless.
blurt out comments that are inappropriate and often do not think before they act.
diagnosed if six or more symptoms of hyperactivity and impulsivity have persisted for more than six months.
Rabbit Type- over focused, obsessive, argumentative
Combine type
Combines symptoms of the other two forms of ADHD
the most common form of ADHD.
diagnosed in boys of elementary-school age.
diagnosed when six or more symptoms associated with each of the two major forms of ADHD are present.
Tigger type-Hyperactive, restelessness, disorganized, inattention, impulsivity
Who has it and who hasn’t?
Assessment:–History –Information (home and school)
–Observation–Specific tests
How is ADHD Diagnosed?• There is no actual test that can diagnose
ADHD. New technology such as MRI, PET and SPECT scans have given us the ability to view the working parts of the brain, but they cannot determine if an individual has ADHD.
• Diagnoses is usually done through the collaboration of doctors, teachers, counselors and parents by way of screening tools and observations of a child's behaviors.
(Silverstein & Nunn 2008)
Symptoms
• Often fidgets or squirms about when seated
• Is easily distracted
• Talks out of turn
• Has trouble with follow through
• Has difficulty staying on task
• Shifts rapidly from one task to another
without completing first task or activity
• Seems unable to play quietly
Symptoms
• Talks excessively
• Frequently interrupts or intrudes
• Seldom listens attentively
• Is disorganized: loses assignments, pencils,
toys.
• Often seems unaware of consequences and
so engages in potentially dangerous
behavior.
(Allen & Bowdery, 2010)
25
Creativity
Flexibility
Enthusiasm and spontaneity
Energy and drive
Positive Traits
1.Have them do things at once.
2. Allow them to respond Orally.
3. Put up Visual and Auditory Blinders.
4.Don’t do everything in every book.
5.Forget what others think. SEE THE GIFT IN
YOUR CHILD.
Meeting the need of children with ADHD
http://www.westfieldacademy.org/adhd/
- Support the transition process- Time in between asking them to say/do- Avoiding overloading student’s working
memory- Providing visual - Creating a routine procedures for daily
transitioning- Preparing for the type of response
Meeting the need of children with ADHD
- Divide the instruction into consistent, predictable sequences
- One teach , one driff- Station teaching- Parallel teaching- Alternative teaching- Team teaching
Meeting the need of children with ADHD
• Preparation• Content• Build a relationship with the
child• Participant learning• What’s relevant to the
children?• What do they need to know?
Meeting the need of children with ADHD
Management Psychosocial interventions• Parenting• Psychological interventions• Educational interventions
Medication• Stimulants• Others
Follow-up• Clinic• Liaison
TreatmentTreatment Team
• Child and adolescent psychiatrists
• Psychologists• Cognitive-behavioral
therapists• Educational specialists• Behavioral coaches
Plan
• Education about ADHD• Behavioral
intervention strategies• Parent training• A specialized
educational program• Medication, when
necessary
Who got it…. John Lennon
BeethovenJohn F Kennedy
Picasso
Mozart
Jim CarreyPrince Charles
Socrates
Winston Churchill
Vincent Van Gogh
Stevie Wonder
Leonardo da Vinci
Walt DisneyAlbert Einstein
Ernest Hemingway
Kirk Douglas
Galileo
Dr Ruth MarshallConsultant Child and Adolescent Psychiatrist