Kathryn Oswood

ADHD is a condition characterized by severe problems of
inattention, hyperactivity, and/or impulsivity; often found in
people with learning disabilities (Hallahan, et.al., 2009). It is one of the
most common mental disorders that develop in children.
Symptoms may continue into adolescence and adulthood. If left
untreated, ADHD can lead to poor school/work performance,
poor social relationships and a general feeling of low self esteem
(Low, 2009).

There are three types of ADHD
 Primarily Inattentive
 Primarily Hyperactive
 Combined (Hallahan, et.al., 2009).



About 3-5%of preschool and school age children have ADHD or
about two million children in the U.S. (Hallahan, 2009; Low, 2009).
30-70%of children with ADHD will continue to have symptoms
into adolescence and adulthood (Low, 2009).
3 times more boys are diagnosed with ADHD than girls (Hallahan,
2009).

Impaired Behavioral Inhibition

The inability to…
 Wait one’s turn
 Recognize inappropriate responses
 Resist distractions
 Refrain from responding immediately

Impaired Executive Functions
 Difficulty or inability to…





Regulate behavior through inner speech
Control emotions
Control arousal levels
Analyze problems
Communicate solutions to a problem to others (Hallahan, 2009).

Learning Disabilities


10-25% overlap between students with ADHD and learning disabilities.
Emotional or Behavioral Disorders

25-50% of people with ADHD also have a form
of emotional or behavioral disorder.
 Aggressive, acting-out behaviors
or
 Withdrawn, anxious, depressed
 Anxiety is seen in 15-35% of children with ADHD (Hallahan, 2009).



Clear
Predictable
Uncomplicated


Create a simple overarching daily routine that the
student can learn by heart.
Number of tasks should be small and tight.
 These should be displayed publically or taped to the
student’s desk (Hallahan, 2009).

Contingency-based Self-management

The student is responsible for recording their own
behavior and receive consequences and
reinforcements contingent on the behaviors.
 Example: the student tallies how many times they get
out of their seat.

Group Contingency

The behavior of one student is tied to the whole class
group-contingency plan.
 Students must work together to meet a goal (Hallahan,
2009).


A student with ADHD can be considered for special
education under the category Other Health Impaired
(OHI).

“In instances where the ADD is a chronic or acute health problem
that results in limited alertness, which adversely affects
educational performance” (Hallahan, 2009).

Otherwise, it is the coexisting conditions such as academic or
behavioral disorders that will qualify a student with ADHD for
and IEP.
Students with ADHD can also qualify for
accommodations under Section 504.



Move closer to the ADHD child when you want his/her attention.
Ask the ADHD child to do small errands/chores to redirect
negative energy.
Focus on Positive Channeling










Encourage rather than criticize.
Tell them what you want them to do (not just what not to do).
Refrain from accusations.
Catch the child exhibiting positive behavior.
Shape behavior through praise.
Adjust Your Expectations
Give One-Step Directions
Ask About the Parents' Method of Discipline
Help the ADHD Child "Switch Gears" Slowly
React Calmly (Low, 2009).

Preferential seating.

Reduce assignments and homework.

Give assignments one at a time and/or chunk assignments.

Allow extra time to complete tasks.

Allow the student to take a test or work on assignments in a quiet
area free from distractions.

Provide class notes.

Assign a study buddy.

Tape record directions or lectures.

Allow frequent breaks.

Have a system of communication between parents and teachers
(Low, 2009).

Curriculum-based measurement (CBM)

Takes little time and focuses on one particular task.
 Monitor academics, attention and behavior.

Conners' Rating Scales-Revised (CRS-R)

Measures opposition, inattention, anxiety, and social
problems.
 Monitors treatment effects over time.

Momentary Time Sampling

An interval recording procedure to collect data on a
specific behavior.
 Monitors a specific behavior in brief intervals (e.g. 15
minutes can be broken into 15 intervals of 1 minute each),
(Hallahan, 2009).






Low, K. (2009). Learn more about Attention Deficit Disorder. About.com
Health's Disease and Condition. Retrieved from
http://add.about.com/od/adhdthebasics/a/ADHDbasics.htm.
Hallahan, D. P., Kauffman, J. M., Pullen, P. C. (2009). Exceptional learners: An
introduction to special education (222-259). Boston, MA: Pearson.
Slide 3. ADHD prevalence in U.S. Center for Disease Control and Prevention.
Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html.
Slide 4. Focus. Welcome to ADHD 2.0. Retrieved from
aldo.bucchi.googlepages.com/adhd2.jpg.
Slide 5. ADHD pie chart. The Harvard Mahoney Neuroscience Institute.
Retrieved from www.hms.harvard.edu/.../Number1/Picts/ADHD1.gif.
Slide 9. Dennis the Menace. Impulsivity. Retrieved from www.adhd.org.nz.