Attention Deficit
Hyperactivity Disorder
(ADHD) & Me
Christine Kwong M.Ed., Ph.D. Student,
University of Toronto
&
Omar Ramirez, Writer/Director,
Toronto Film School
ADHD &Me:
Outline of Session:
Learning Objectives
1.
Understand issues related to stigma and ADHD
1.
Enhance the knowledge of the role physical activity has in
understanding ADHD
1.
Enhance the knowledge of youth and adults in understanding
what is meaningful and effective to individuals living with
ADHD
1.
Provide real-life strategies on how to succeed academically:
what worked, what didn’t, and lessons learned.
1.
To engage youth and adults in discussing the importance of
knowing and providing support to those similar to
themselves
ADHD: What is it and why is it
important?
•
What is it?
•
•
•
•
•
Why Focus on ADHD?
•
•
•
•
Attention Deficit Hyperactivity Disorder (ADHD) one of the most prevalent
childhood psychiatric disorders
3-7% of all school-aged children affected (American Psychiatric Association, 2000).
a neurobehavioral disorder  characterized by patterns of inattention and/or
hyperactivity as well as poor impulse control (American Psychiatric Association, 2000).
(American Psychiatric Association, 2000).
Understudied population
Until recently  myth  thought to disappear when one enters adolescence (Gadow &
Weiss, 2001; Spencer, Biederman, Wilens, & Faraone, 1998).
Now know ADHD dx. & sx. Continue into and through adulthood (Fargason & Ford, 1994; Hill &
Schoener, 1996;).
Why is it important?
•
•
•
Mental health and social well-being of those affected and their families and friends
ADHD Usually accompanied by concurrent disorders such as anxiety and
depression (Angold et al., 1998; Biederman et al., 1998; )
Social difficulties(Pelham, et al., 1990; Pelham, et al.,1998)
1. Stigma & ADHD
 ADHD is one of the most stigmatized of the
psychological disorders (Chew, Jensen & Rosen, 2009).
 Attitudes towards ADHD
 Misperceptions & Unfavorable attitudes
towards individuals with ADHD by parents (
), teachers (
), peers (Erhardt & Hinshaw,
1994; Hoza, et al., 1995,) and even themselves (Chew et al., 2009).
Pelham
et al., 1990
Dumas & Pelletier, 1990
 ADHD individuals describe themselves more
negatively than individuals without ADHD
(Chew et al., 2009).
2. Physical Activity & ADHD
• Physical Benefits:
• 20 minutes of aerobic exercise can help an
ADHD student focus (Etnier et al.,1997 )
• Emotional Benefits:
• 3 + sports played related to lower
internalizing symptoms
(Kiluk, Weden & Culotta, 2009)
• Social Benefits:
• Sports participation can facilitate in
increases in social status in youth with ADHD
(Pelham et al., 1990; ;Hoza et al., 2005).
3.What is meaningful and
effective in those with
ADHD(Kwong & Ramirez, 2014)
• Creative outlet
• Variety
• Room to grow and explore different activities
• Sports
• Friends
• Encouraging coaches and mentors(Beyer et
al., 2008).
4. Academic Success:
Practical Real-Life Strategies
(4a)What Worked
(4b)What didn’t work
(4c)Lessons Learned
4. Academic Success: Practical
Real-Life Strategies
(4a)What worked: Context: Reading and comprehending long text.
Yellow
= important info
Green = Gaps in
literature
Pink = authors,
special studies or
acronymns
4. Academic Success:
Practical Real-Life Strategies
• (4b)What did work
•
•
•
•
•
•
•
Re: Productive
space/Environment
Clean desk. Nothing on desk
except what needs to be
completed or needed
Background music
Going to the library
Re: ADHD Accommodations
Extensions/More time on tests
Contact your teacher and CC
your disability counselor
• What didn’t work
•
•
•
•
•
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Re: Unproductive
Space/Environment
Writing papers/studying in the
company of friends or television
show on (unless it is for
background music
Complete silence
Re: ADHD Accommodations
Not advocating for/utilizing
accommodations
Assuming your teachers know
what you need
4. Academic Success:
Practical Real-Life Strategies
O (4c) Lessons Learned
Re: Deadline fast approaching
Engaging in procrastinating behaviors (e.g.
checking unrelated email, texting on phone
etc).
Lessons Learned:
1. Break larger tasks into smaller ones
2. Turn off Wi-Fi/Internet
3. Turn off cell phone/Turn on silent.
4. Check emails or phone only after smaller
tasks are completed or after a set time (e.g.
30 minutes).
Results:
Time not wasted; more productivity;
increase chance of staying on task.
5. Discussion: If you have
ADHD, why is it important to
know others with ADHD?
• ADHD individuals describe themselves more
negatively than peers without ADHD (Chew et al., 2009).
• Knowing & spending more time with someone
else with ADHD is related to better overall
attitudes towards individuals with ADHD and
themselves
• Allport (1954)
Why did we make this
documentary?
•
Only 5% of children with ADHD go on to receive a college
degree (Goldstein & Ellison, 2002).
•
Important for individuals with ADHD to understand why it is
important to connect with others like themselves for support
Future directions:
Future special series of this documentary can highlight the
success (e.g. academic, creativity, sports, etc. )and the barriers
overcome (e.g. mental health and/or addiction issues) of those
with ADHD that leads the way to inspire students with ADHD to
reach their full potential.
References
American Psychiatric Association (APA) (2000). Diagnositic and statistical manual of mental disorders
(4th ed. Text rev.) Washington, DC: APA.
Angold, A., Costello, E.J., Erkanli, A. (1999). Comorbidity. Journal of child psychology and Psychiatry,40, 5787.
Allport, G. W. (1954). The nuatre of prejudice. Reading, MA: Addison-Wesley.
Barkley, R.A., (2008). Success for the ADHD college student. The ADHD Report, 16(5), 1-5.
Beyer, R., Flores, M.M., Vargas-Tonsing,T. (2008). Coaches' Attitudes Towards Youth Sport Participants with
Attention Deficit Hyperactivity Disorder. International Journal of Sports Science and Coaching, 3(4),
555-563.
Biederman, J., Monuteaux, M.C., Mick, E., Wilens, T.E., Fontanella, J.A., Poetzl, K.M., Kirk, T., Masse, J., &
Faraone, S.V. (2006). Is cigarette smoking a gateway to alcohol and illicit drug use disorders?: A
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258-264
Biederman, J.,Mick, E., & Faraone, S.V. (1998). Depression in attention deficit hyperactivity disorder
ADHD children: “True” depression or demoralization? Journal of Affective Disorders, 47, 113-122.
Boschert, S. (2013). Helping college students with ADHD is a challenge. Clinical Psychiatry News, 41(1), 1011.
Chew, B.L., Jensen, S.A., Rosen, L.A. (2009). College students’ attitudes toward their ADHD peers. Journal of
Attention Disorders, 13(3), 271-276.
Dumas, D., & Pelletier, R.L. (1999). A study of self-perception in hyperactive children. The American
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Erhardt, D., & Hinshaw, S.P. (1994). Initial sociometric impressions of attention deficit hyperactivity
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variables. Journal of Consulting and Clinical Psychology, 62, 833-842.
Etnier, J.L., Salazar, W., Landers, D.M., Petruzzello, S.J., Han, M., Nowell, P., (1997). The influence of
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Hoza, B., Mrug, S., Gerdes, A.C., HInshsaw, S.P., Bukowski, W.M., Gold, J.A., et al., (2005). What aspects of Peer
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Kiluk, B.D., Wedenm S., Culotta, V.P. (2009). Sport participation and anxiety in children with ADHD.
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Kwong, C (Executive Producer), & Ramirez, O (Writer/Director). (2014). ADHD & Me [Documentary].
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