By Tammy Allison and Cynthia Bowman
What is ADD/ADHD?
 Attention Deficit Hyperactivity Disorder:
 A neurobiological disorder that results in
developmentally inappropriate behavior including poor
attention skills, impulsivity, and can include
hyperactivity.
 Signs are usually present prior to age 7, are chronic,
and last for at least 6 months
 Sufferers may experience problems in the areas of
social skills and self esteem
Common Characteristics of
ADHD
 Inattention
 Forgetfulness; not listening when spoken to; not following through on tasks; easily
distracted; does not pay attention to details; problems paying attention in school;
problems organizing tasks; avoidance of tasks that require concentration
 Impulsivity
 Problems waiting for a turn to speak or play; interrupting others; answering
questions before the question has been finished
 Hyperactivity
 Talking excessively; problems playing quietly; running around excessively; fidgeting
with hands or feet; leaving seat often in class or other environment; acting as if
“driven by motor”
Boys vs Girls
 ADHD Symptoms in
Boys:
 ADHD Symptoms in
Girls:
 Impulsivity
 Disorganization
 Fidgeting
 Forgetfulness
 Calling out in classroom
 Inability to focus or
 Physical outbursts:
daydreaming
 Incomplete assignments
 Struggles to keep
friends
pushing and shoving
 Inattentiveness
 Disorganization
Nature vs Nurture
 Natural Causes
 Genetic
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Specific genes are present
that lead to ADHD
ADHD runs in families
with a 76% inheritability
rate
40-50% of ADHD children
have parents with ADHD
 Brains are formed
differently
 Environmental Impacts:
 Mother who smoked during
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pregnancy
Exposure to toxins
“Bad parenting”
A high-stress, or highconflict home
Classroom: symptoms are
more prevalent in English
class than Art class
Ability to focus: able to focus
more on video games than
homework.
Nature vs Nurture Cont’d
In an article posted in December , 2008 researchers at
Cardiff University claimed to have direct evidence of a
genetic link or cause for ADHD. Some critics agree and
others disagree. Below are two links on the subject:
The first link is a British Child Psychologist, Oliver James, who disputes the
genetic theory and believes ADHD symptoms are primarily environmental.
The second clip is from Professor Anita Thapar who supports evidence that
ADHD is a genetic disorder.
BBC Media Player v.2.24.18269.19216
http://www.bbc.co.uk/news/uk-wales-11439869
Ways That ADD/ADHD Can Harm Its
Victims
 90% of ADHD children are academic underachievers
 25% are held back at least on grade
 36% don’t finish high school
 More than half have no friends during childhood
 Untreated individuals will eventually be censored or
abused for their behaviors:
 25-45% will develop a conduct disorder or become delinquent
 18-25% will abuse illegal substances
 One in four will be involved in teenage pregnancy
Is ADD/ADHD REAL?
Here is what the Critics Say:
 There is no blood test or X-Ray that can
confirm or deny whether the condition exists
in an individual.
 ADHD-like behaviors can be exhibited by
anyone, at any time, and almost any where
including normal and bright children.
 Testing can be subjective. Tolerance levels
for certain behaviors can vary from teacher
to teacher and parents and care givers.
IS ADD/ADHD A Neurological
Disorder?
 Many scientific and medical professionals debate the
issue.
 Some feel that the diagnosis is simply a “label for a list
of symptoms”, that could be linked to a larger medical
issue: undiagnosed diabetes, lead toxicity, heart
defects, FAS, as well as a myriad of other medical
conditions.
Other Disorders that can
Accompany ADD/ADHD
 Learning disabilities
 Tourette Syndrome
 Oppositional Defiant Disorder
 Conduct Disorder
 Anxiety or depression
 Bipolar Disorder
Common Medical Treatments
and Side Effects:
 Medications: Ritalin, Adderall. Concerta,
Dexadrine, Focalin, Straterra
 Common Side Effects: reduced appetite,
weight loss, weight gain, sleeping problems,
headaches, stomach pain, irritability
 More Serious Side Effects: heart
trouble, hallucinations, suicidal thoughts
What Can Teachers Do When They
Know Students are on Medication for
ADHD?
 A teacher has no control over the type or amounts of
medication a student in their class is on. Teachers may
not suggest that a parent increase or decrease the
prescribed amount of medication a student takes. A
teacher can be aware of a student’s behavior and report
any changes (positive or negative) to the parents so
that they may report to the child’s doctor in an effort to
regulate dosage.
Classroom Management
Techniques :
 Seat the student where distractions are minimal
 Use a signal to help the child stay on task (a special sign between
you and him or her)
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Find ways to praise the child
Constructively criticize finding something positive to say first
Find creative ways to allow the child to release pent up energy
Have the child look at your eyes when you are speaking to them
Keep directions short and simple
Have a system for the student and their parents to get
homework assignments
 Assign another student as a “homework buddy”
 Reduce homework assignments
 Post a clear list of short rules
The Ideal Classroom for ADHD
Students
 Informal, but structured:
 Calendars, daily schedules, and assignments are clearly
posted
 Workspaces are designated
 Materials are well-organized and kept in the same spot
 Student receives help to organize personal belongings
 Allowances for ADHD student to stand while working or
move throughout the room. Structure short, but active
breaks throughout the day
 Break instructions into small chunks
Discipline Techniques that Work
with ADHD Children
 Decide if you want to “stop” behaviors (calling out,
physical aggression, daydreaming, etc.) or “start”
behaviors (doing homework, focusing, following a
schedule, etc.)
 Counting technique: use your fingers to count to three with the first
finger warning the child to stop the behavior—at three issue a time
out. If the child wont budge, you can leave the room
 Praise behaviors you want to “start”. Spend less time criticizing
unwanted behaviors
A Beautiful Mind:
How ADHD is a gift and not a deficit to those who
have it (and possibly the rest of us):
Brains that are quick-thinking and zipping around all the
time can be harnessed and used in positive ways:
People who have ADHD are often tremendously creative,
out-of-the-box thinkers who constantly challenge the
status quo.
They are people who can look at the same things that the
rest of us look at it and see it in a different perspective
ADHD FAQ’s
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What is ADHD and what do we know about it?
How is ADHD diagnosed?
Is ADHD over-diagnosed? Under-diagnosed?
Who is affected by ADHD?
Why are more boys diagnosed with ADHD than girls?
How is ADHD treated?
Why are stimulants used to treat ADHD and why are they controversial?
Will medications change or suppress a child’s personality?
Can the school force a child to take medication?
What professionals can evaluate a child suspected of having ADHD?
Read more:
http://www.pbs.org/wgbh/pages/frontline/shows/medicati
ng/etc/guide.html#ixzz1fntddwTe
Videos of What ADHD is Like
 http://youtu.be/EJNu5eUJO04
 http://youtu.be/irTf3CVt1tk
 http://youtu.be/S9YJGtCsn5Q
 http://youtu.be/Rcy2jF1EXjk
 http://youtu.be/u82nzTzL7To
What Do You Think?
 Do you believe that ADHD exists or is it a by-product
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of our environments?
Are there students in your class that you believe
exhibit signs of ADHD that have not been diagnosed?
Have you ever tried to have a child classified as ADHD?
Do you have students in your class that you can tell are
on or off their medications based on their behavior?
What have you done to make your classroom more
ADHD friendly for students that have it?
What Do You Think? Cont’d
 Do you think that YOU have ADHD?
 Do you HAVE ADHD?