Presented by: NameMonth XX, 2012

Is It ADH or Just Inattention?

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Inattention Hyperactivity

Impulsivity

What Is ADHD?

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Hyperactive/Impulsive Symptoms

1. Fidgeting and squirming2. Running or climbing excessively3. Trouble playing quietly4. “On the go” or “driven by a motor”5. Talking excessively6. Blurting out answers7. Trouble taking turns8. Interrupting or intruding

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Inattentive Symptoms

1. Making careless mistakes

2. Trouble paying attention to a task

3. Not listening

4. Not following instructions

5. Trouble organizing

6. Avoiding or disliking sustained effort

7. Losing things

8. Easily distracted

9. Forgetful4

Overlap of Symptoms and Co-occurring Disorders

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Overlapping Symptoms:•Inattention•Lack of Concentration•Anxiety•Sadness•Opposition•Fidgetiness•Impulsivity•Appetite Loss•Lack of Sleep

Co-occurring Disorders:•Oppositional defiant disorder•Anxiety or mood disorders•Learning disabilities•Conduct disorder•Tic disorders

Gender Differences and ADHD

• Stereotype of ADHD• ADHD in girls often presents as more inattentive than

hyperactive• Girls with untreated ADHD are at risk for:

– low self-esteem– underachievement– depression– anxiety

• Without treatment girls are also more likely to engage in risky behaviors like smoking and unprotected sex while in middle or high school.

½ of ADHD patients have > 2 diagnoses

ADHD Barriers in Middleand High School

• Multiple teachers• Class schedule• Independent and long-term assignments• Social relationships• Long-term goals

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ADHD and the Brain

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UCLA Lab of Neuroimaging

Effects of not treatingADHDImmediate:•Interferes with learning and social development•Reduced instructional time in class•Maintains or exacerbates ADHD behaviors•Disorganization•Difficulty planning and problem solving•Difficulty persisting on challenging tasks•Depression•Anxiety•Bullying

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Long-term:• Less schooling & poorer

grades• Higher expulsion rates• Fewer friends• Lower self-esteem• Higher arrest rates• Lower occupational rank• Higher job termination

rates• Riskier driving• More accidents

Treatment & Intervention

• Psychopharmacology • Behavioral Interventions

– Parent training• Functional Behavioral Assessment (FBA)• Parent-Child Interaction Therapy (PCIT)• Groups

– School-based interventions• Daily Report Card• Para training

– Organizational skills training

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Daily Report Card

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Instructional Considerations

• Task duration– Long projects broken into shorter parts with immediate feedback

• Direct instruction– Teacher-directed work, not independent seat-work

• Peer tutoring• Scheduling

– Academic instruction in the morning, if possible• Novelty

– Increased stimulation (color, shape, texture) reduces activity level• Structure and organization

– Lecture outline• Rule reminders and visual cues• Auditory cues

– Reminder tones to stay on task

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Instructional Considerations

• Pacing of work– When possible, students with ADHD should set their own pace

• Instructions– Short, specific and direct

• Productive physical movement– Trip to office, sharpening pencil, watering plants, etc.

• Active vs. passive involvement– Write on the chalkboard, help with visual aids, etc.

• Distractions– Out of sight, out of mind

• Anticipation• Contingency management

– Token systems, response-cost programs, external reinforcement• Time-Out

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School Accommodations

• Special Education Services qualifications– “Other Health Impaired”– Learning disability– Social-emotional disorder

• Section 504– Plans for individuals with impairments that interfere with

major life activities, such as learning– Extra time during testing– Testing in a quiet place to compensate for distractibility

Unproved or untested treatments

Play therapy or talk therapyBiofeedbackDietary changes, elimination dietsGinkgo biloba & other supplementsMeditationExerciseMetronome Vision trainingSensory integration therapy

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Where to find help

• [Include your contact information]• [Include your school/district resources]• [Add information on resources in your area]• www.nasponline.org

Learn more about ADHD on childmind.org

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Thank you for joining us to

Speak Up for Kids!

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