learners with attention deficit hyperativity disorder (ad/hd)

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Learners with Attention Deficit Hyperativity Disorder (AD/HD)

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Learners with Attention Deficit Hyperativity Disorder (AD/HD). Attention-Deficit/Hyperactivity Disorder. Most commonly diagnosed childhood psychiatric disorder Great deal of controversy and misconceptions - PowerPoint PPT Presentation

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Page 1: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Page 2: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Attention-Deficit/Hyperactivity Disorder

Most commonly diagnosed childhood psychiatric disorderGreat deal of controversy and misconceptions“He’ll grow out of it” “It’s just a matter of self-control” “Poor parenting” “Food additives” “Fast-paced culture” “Too much TV and Nintendo”Are psychotropic medications given too much? Too little?

Page 3: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

New labels for an old disability?

http://www.fln.vcu.edu/struwwel/philipp_e.html

Page 4: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

New labels for an old disability?

Moral deficit, minimal brain dysfunction, hyperkinesis, hyperactivity, ADD ==Attention-deficit/hyperactivity disorder [AD/HD]1902: George Still’s theory of subtle brain injury1917-18: The Great Flu Epidemic – left some children with impaired attention, memory, and impulse control (similar to Still’s patients)BIG ISSUE: free will or determinism?

Page 5: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Definitions

What does IDEA say about AD/HD?Now mentioned directly in new regs under OHI“is due to . . . Attention deficit hyperactivity disorder . . . Adversely affects a child’s educational performance.”Most often, the DSM-IV definition is used:

Page 6: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

DSM-IV

“The essential feature of AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.”Before age 7 and for 6 months

Page 7: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Characteristics

AD/HD kids differ from peers in ability to concentrate and control impulses

Not all are hyperactive – some are hypoactiveThree main subtypes of AD/HD: (yes, a slash)1. Predominately inattentive type2. Predominately hyperactive-impulsive type3. Combined (inattentive and hyperactive)

Page 8: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

1. Predominately Inattentive type

Trouble paying attentionEasily distractedForgetful and “spacey”DaydreamersConfused, lost in thoughtStares, seems apatheticADDOften girls

Page 9: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Predominately Hyperactive-Impulsive

Cannot seem to sit stillTalk excessivelyHave difficulty playing quietly“Challenging” to parents and teachersBedwetting, sleep problemsTemper tantrums

Page 10: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Combined type

ADHD without the slashAs many as 85% of AD/HD kids are ADHDBarkley feels that inattentive type is significantly different from the hyperactive/impulsive and the combined typesInattentive’s core problem is focused or selective attentionOther 2 have problems with poor goal-directed persistence and interference control (inhibiting distraction)One has problems getting started, other with finishing

Page 11: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

A Conceptual Model of Self-regulation Characteristics

Barkley now theorizes that difficulty with behavioral inhibition is the big problem hereBy this, we mean the ability to:A) delay personal gratification or reinforcementB) interrupt an ineffective response to replace it with a more effective behaviorC) Continue with a desirable behavior despite interferenceA,B,C affect executive functions and time perceptionDisability of performance, not skill

Page 12: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

What Are These 4 “Executive Functions?”

Not publicly observablePurpose is to internalize behavior to plan for change and the future1. Nonverbal working memory: Allows students to recover auditory, visual, and other sensory images of the past2. Internalization of speech: Ability to talk to yourself, plan what you will do or say, recognize when it is appropriate to speak your thoughts out loud.

Page 13: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

More executive functions

3. Self-regulation of affect, motivation, and arousal.Barkley: “lack the drive, in the presence of external rewards, that fuels the individual’s persistence in goal-directed actions.”4. Reconstitution: The skill of analyzing and synthesizing behaviors. Breaking tasks up into component steps

Page 14: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Time Perception

This is also a problem, in addition to executive functionsOverestimate time intervalsPerception that time moves more slowlyProcrastinate – think they have more time

Page 15: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Causes of AD/HD

Too much sugar?Too little sugar?Aspartame?Food sensitivity?Food additives? Colors?Lack of certain vitamins?TV? Video games?Yeast? Lightning?Fluorescent lights?Allergies?

Page 16: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Environmental Explanations

Poor parenting?Research does not support this (Barkley)Often sibs are not AD/HDPerhaps negative behavior of mothers is a reaction to their child’s AD/HD rather than the causeStress in the family? Too short term, really

Page 17: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Biological Explanations

Big area of study right nowTwo areas of research interest:1. Pre-, peri-, and postnatal trauma2. Brain differences resulting from faulty genes

Page 18: Learners with Attention Deficit Hyperativity Disorder (AD/HD)

Pre-, peri-, and postnatal trauma

Certain teratogens increase the likelihood that a child will develop AD/HDMaternal smokingAlcohol/Drug abusePoor maternal nutritionMother’s exposure to chemical poisonsAccounts for 20-30% of AD/HD in boys, less in girls