ATTENTION DEFICIT
HYPERACTIVITY DISORDER
Max, Laura, Nick, Denise, Andy
MYTH OR FACT?
1. ADHD is not a real disorder.
MYTH
 Fact: The American Psychiatric Society
recognized AD/HD as a medical diagnosis in
1980.
2. All people with ADHD are hyperactive and/or
impulsive.
MYTH
 Fact: There are three subtypes of ADHD:
a) hyperactivity/impulsivity
b) Inattentive
c) combined.
3. Stimulants are safe to use in both children and adults.
FACT
 Myth: Medications used for ADHD (stimulants) are
highly addictive.
 Fact: Studies are finding that those diagnosed with
ADHD who are not being appropriately treated with
medications often self-medicate using substances that
can be addicting.
4. ADHD is a neurobiological condition, often inherited.
FACT
Myth: ADHD is caused by poor or inconsistent
parenting.
 Fact: Parenting styles do not cause ADHD.
5. Children and adults with ADHD have lower IQs.
MYTH
 Fact: People with ADHD do not have lower (or higher)
IQs than the general public.
6. Children with ADHD are over-medicated.
MYTH
 Fact: Though more children are taking stimulants for
ADHD than before, researchers believe this is due to
clinicians identifying more children with ADHD who
have been missed in previous years.
7. There are as many girls with ADHD as boys
FACT
 Myth: There are fewer girls with ADHD and they are
less impaired than boys with ADHD.
 Fact: Girls are less frequently identified and treated.
8. ADHD can be cured.
MYTH
 Fact: At this time, there is no cure for ADHD, but it
can be well managed through a combination of
medication and therapy.
DEFINITION OF ADHD


A diagnosis that is made for children and adults
who display certain behaviors over an extended
period of time. The most common of these
behavioral criteria are inattention, hyperactivity,
and marked impulsiveness.
Prevalence: ADHD is a common childhood
disorder. It is estimated to affect 3–7% of all
children in the United States, representing up to
two million children.
CHARACTERISTICS OF ADHD
By: Laura Brandt
CHARACTERISTICS – INATTENTIVENESS
Trouble with:
 Details
 Paying attention
 Listening
 Following instructions
 Schoolwork
 Organizing
 Tasks that require sustained mental effort
 Keeping track of needed items
 Not being distracted
 Remembering things
CHARACTERISTICS - HYPERACTIVITY
Students with ADHD often:
 Fidget /squirm
 Leave his or her seat
 Run /climb excessively
 Have difficulty playing quietly
 Seem on the go
 Talk excessively
 Blurt out
 Have difficulty waiting
 Interrupts
CHARACTERISTICS OF ADHD
Infancy
– 7 years
Boys vs. Girls
DOES MY CHILD HAVE ADHD?
Six months
 More than just one setting:

Home
 School

Disrupts daily activities
 Causes problems in relationships:

Adults
 Other children


Normal behavior vs. ADHD
ADHDIZZLE
ELIGIBILITY & DRUGS
By: Max Rixe
ELIGIBILITY
Take out a sheet of paper
 Write down numbers 1-9
 Mark it section A
 Write down another set of numbers 1-9
 Mark it section B

OTHER CRITERIA




II. Some symptoms that cause impairment were
present before age 7 years.
III. Some impairment from the symptoms is present
in two or more settings (e.g. at school/work and at
home).
IV. There must be clear evidence of clinically
significant impairment in social, school, or work
functioning.
V. The symptoms do not happen only during the
course of a Pervasive Developmental Disorder,
Schizophrenia, or other Psychotic Disorder. The
symptoms are not better accounted for by another
mental disorder (e.g. Mood Disorder, Anxiety
Disorder, Dissociative Disorder, or a Personality
Disorder).
FORMS
IA. ADHD, Combined Type: if both criteria IA
and IB are met for the past 6 months
 IB. ADHD, Predominantly Inattentive Type: if
criterion IA is met but criterion IB is not met for
the past six months
 IC. ADHD, Predominantly Hyperactive-Impulsive
Type: if Criterion IB is met but Criterion IA is
not met for the past six months.

TREATMENT
Medications
 Parent Training
 Behavioral intervention Strategies


Behavior modification is the only nonmedical
treatment for AD/HD with a large scientific evidence
base.
MEDICATIONS
Stimulants are the best-known and most widely
used treatments. Between 70-80 percent of
children with ADHD respond positively to these
medications.
 Adderall, Concerta, Ritalin (SR) –Slow Release
 Side effects are profound


Headache, upset stomach, sleeplessness, sweat (lots
of), weight loss due to decreased appetite,
nervousness
MEDICATIONS PART DEUX
Nonstimulants were approved for treating
ADHD in 2003. This medication seems to have
fewer side effects than stimulants and can last up
to 24 hours.
 Strattera, Intuniv
 Side effects: Decreased appetite, upset stomach,
Nausea, fatigue, dizziness, mood swings

ABUSE
As teachers watch out for these drugs
 Great recreational drugs
 Rids, Vitamin R, Pineapple,Uppers
 Just a note: these names are sort of clever
 But watch out! They are bad news.

MANAGING
ADHD IN THE
CLASSROOM
By: Nick and Denise
SO WHAT!
Students with ADD/ADHD may be easily
distracted by noises, passersby, or their own
thoughts that they often miss vital classroom
information.
WHERE ARE THEY SITTING?

Be aware of where the student is seated.

Surround the student with good role models.


Do not place them in high traffic areas, near
windows, doors or your desk.
Use trial-and-error to find the least distracting
location in the classroom.
WHEN THEY INTERRUPT
Reducing the interruptions of children with
ADD/ADHD should be done carefully so that
the child’s self-esteem is maintained,
especially in front of others.
 Develop a “secret language” with the child with
ADD/ADHD.
 discreet gestures or words you have previously
agreed upon.

FOLLOWING DIRECTIONS
Try being extremely brief
when giving directions,
allowing the child to do
one step and then come
back to find out what they
should do next.
FOLLOWING DIRECTIONS
Give the child
important jobs to do,
especially ones in
which he has to do
something physical.
WHY IS ATTENTION IMPORTANT?
It allows us to focus on a particular problem for
an extended period.
 It helps us retrieve inactive memory elements
when they are needed for current problem
solving.
 It allows us to shift the focus and content of our
attention when it is required.

KEEPING THEIR ATTENTION

To accommodate to the student's short attention
span, academic assignments should be brief and
feedback regarding accuracy immediate. Longer
projects should be broken up into manageable
parts. Short time limits for task completion
should be specified and can be enforced with
timers.
NO ONE KNOWS WHAT ITS LIKE……
RIDE
THE
ADHD TRAIN
BABY!!!!

"The bathroom floor was about six inches deep with soap
bars, vomit, and grapefruit rinds, mixed with broken
glass. I had to put my boots on every time I went in there
to piss. The nap of the mottled grey rug was so thick with
marijuana seeds that it appeared to be turning green. The
general back-alley ambience of the suite was so rotten, so
incredibly foul, that I figured I could probably get away
with claiming it was some kind of 'Life-slice exhibit' that
we'd brought down from Haight Street, to show cops from
other parts of the country how deep into filth and
degeneracy the drug people will sink, if left to their own
devices . . . There was evidence, in this room, of excessive
consumption of almost every type of drug known to
civilized man since 1544 A.D."
BRIGHTLY COLORED MATERIALS
Catch and keep attention of students
 Make learning fun

A STRUCTURED LEARNING ENVIRONMENT
Reduces distractions
 Takes focus away from what will happen next

VERBALLY RECOGNIZING COOPERATION
AND HARD WORK
Provides students with immediate feedback
 Helps students understand and follow classroom
etiquette
 Motivates students in a positive direction

NEVER LETTING STUDENTS MISS RECESS
OR PHYSICAL EDUCATION
Gives them a physical release
 Doesn’t deny them for something they cannot
control

STRESS BALLS
Enable students to have physical movement
 Reduce anxiety

ASKING FOR STUDENT FEEDBACK
Gives you direct insight
 Provides a faster solution to the problem

ACTIVITY
ACTIVITY

Which five colors did you see on the page?
ACTIVITY
Green
 Blue
 Red
 Orange
 Yellow

CRITICAL INFO FOR TEACHERS
So Listen Up
By: Andy
TRUE OR FALSE

ADHD essentially disappears after age 13


ADHD affects approximately 5% of students


True: Though some studies say it could be more, and
many are never diagnosed.
Sitting students in small discussion groups will
help them pay attention more


False: Though growth in the frontal lobe may cause
symptoms to dissipate, the disease does not vanish
altogether.
False: Some teachers recommend a horseshoe desk
layout, which keeps students separate but also
encourages large class debate.
Teachers should modify the curriculum slightly
to accommodate ADHD students

Unsure: Sometimes this might be necessary to an
extent, but many believe this is being dishonest.
ADHD: PARTICULARLY HARD ON
JUNIOR HIGH STUDENTS
Junior high: already a confusing time. Added
confusion in class can be overwhelming
 ADHD students are rarely organized.
 Sometimes may behave inappropriately and not
even know it.

SOME SIMPLE THINGS WE CAN DO
“Wacky” kids may tend to misbehave, but they
can be exceptional with positive outlets.
 “Planned and Documented Interventions (PDI)”
When there’s an outburst, give student a gentle
cue.
 Reach out to students. Be someone they can
trust.
 Sit them near you, but don’t make it seem like
you’re punishing them.
 Regular reminders of assignments/tests.
 Be excited about your lesson, and use multisensory presentations!
 Behavior that is rewarded tends to reoccur.
Always reinforce positive behavior.

SOURCES
http://www.helpguide.org/mental/adhd_add_teac
hing_strategies.htm
 http://www.childdevelopmentinfo.com/learning/te
acher.shtml
 http://www.healthcentral.com/adhd/c/57718/6433
5/10-adhd-myths
 http://www.mayoclinic.com/health/adhd/ds00275/
dsection=symptoms
 Kathryn Grossman
