ADHD Attention Deficit/
Hyperactivity Disorder
Disability Information Session
UC Clermont
April 28, 2009
Exercise
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ADHD Self-Report Scale
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Misunderstood Minds
(I need 2 volunteers…)
Visual Distraction Exercise
Auditory Distraction Exercise
Try these yourself at:
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http://www.pbs.org/wgbh/misunderstoodminds/attentionbasics.html
Diagnostic Considerations
DSM-IV-TR is used to make formal
diagnosis
 Diagnosis should only be made by a
qualified health professional or physician
experienced with ADHD
 Educational institutions should not be
making this diagnosis or telling students
they have ADHD!

3 Major Categories of ADHD
Primarily Inattentive Subtype. The individual
mainly has difficulties with attention,
organization, and follow-through.
 Primarily Hyperactive/Impulsive. The individual
mainly has difficulties with impulse control,
restlessness, and self-control.
 Combined Subtype. The individual has
symptoms of inattention, impulsivity, and
restlessness.
 Intensity of symptoms range from mild to
severe.
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Diagnostic Considerations
Females are typically inattentive type and
males are typically hyperactive/impulsive
or combined type.
 ADHD mimics many other disorders
which should be ruled out before making
a diagnosis. This makes it problematic to
properly diagnose.

Treatment Options
Medication (17 known to help with
ADHD)
*Stimulant vs. non-stimulant meds
*Short-acting vs. long-acting
 Behavioral Therapy
 Medication combined with Behavioral
Therapy (*Most successful treatment)

To Medicate or Not Medicate:
That is the Question…
Stigma towards medication
Side effects of medication (poor
appetite/weight loss/sleep
disturbance/irritability)
 Changes in dosing needed due to body’s
tolerance to medication, growth in
children)
 Some people feel it prevents creativity
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Co-Morbid Conditions
Disruptive Disorders (Conduct Disorder,
Oppositional Defiant Disorder)
 Mood Disorders (Bipolar Disorder,
Depression)
 Anxiety Disorders
 Tics/Tourettes Syndrome
 Learning Disabilities

What Does the Research Say?
ADHD affects approximately 5-8% of
school-aged children. 60% of these
children will have symptoms that persist
into adulthood – 4% of adult population
(www.chadd.org).
 You cannot “outgrow” ADHD. If you have
a mild form, you can develop strategies to
manage symptoms more effectively.

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UCC 37/131 students enrolled with
primary code of AD for 09S. Many of
these students have another diagnosis.
Educational Implications
Academic vs. Personal
 Academic issues include poor time
management and organization; poor study
skills; and difficulty with reading
 Personal issues include difficulty with
social skills; high levels of frustration; sleep
disturbance; and procrastination
Educational Implications
Students frequently suffer from poor selfesteem because they have always
struggled with school.
 Faculty may think these students are
unmotivated or lazy.
 Executive functioning difficulties

http://www.chadd.org/AM/Template.cfm?Section=Especially_For_Adults
Common Accommodations

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Extended Testing Time (Tests & Quizzes)
Distraction-Reduced Environment
Reader
Notetaker
Tape Recorder
Alternate Text
Assistive Technology
*Inspiration
*Kurzweil
Successful Strategies
Using a calendar system (paper or
electronic)
 Highlighting syllabus (especially for due
dates)
 Weekly meeting (check-in with advisor to
help stay on track)
 ADHD Coaching

What Can Faculty Do?
Offer variety in your delivery of material.
Plan a lecture one class and group work
the next class.
 Offer a mix of assessment styles on tests.
Combine multiple choice/short
answer/essay questions to keep things
interesting.
 Allow students to move around the
classroom, chew gum, doodle, etc. This
will often provide the necessary input
needed to re-adjust their nervous system.
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Resources

http://www.nimh.nih.gov/health/publications/attention-deficithyperactivity-disorder/complete-index.shtml

www.chadd.org

http://www.additudemag.com/