ADHD (Attention Deficit Hyperactivity Disorder)

Legal Definition:

The federal and state definitions of OHI are essentially the same. According to the federal regulations:

Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia.

(ii) Adversely affects a child’s educational performance.

Own Definition:

A student who has ADHD is a biological condition that is characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. It is the most common mental disorder in children. Symptoms may continue into adolescence and adulthood. It can lead to poor school/work performance, poor social relationships and low self esteem.

Prevalence:

The National Institute of Mental Health (NIMH):
-Estimates 3% to 5% of preschool and school-age children.
-Approximately two million children in the United States.
-In a class of 25 to 30 students, approximately one student will have ADHD

The Centers for Disease Control and Prevention (CDC) provides as of 2003:
-Affects approximately 4.4 million children ages 4 to 17
-Of these, 2.5 million (56%) were reported to be taking medication for the disorder.
-ADHD begins in childhood, but it often lasts into adulthood.

Etiology:

The cause of ADHD is unknown, but it is related to a genetic and biological component. ADHD tends to occur among family members, focusing on identifying which genes, or combination of genes. Physical differences in parts of the brain are also thought to be linked to ADHD.
Characteristics and Identification

Characteristics and Identification

Major Characteristics:

ADHD is a syndrome generally characterized by the following symptoms:

-Inattention
-Distractibility
-Impulsivity
-Hyperactivity

ADHD can be categorized into three subtypes:

-Behavior marked by hyperactivity and impulsivity, but not inattentiveness
-Behavior marked by inattentiveness, but not hyperactivity and impulsivity
-A combination of the above two

Children with ADHD can have the following problems:

-Inability to hold information in short-term memory
-Impaired organization and planning skills
-Difficulty in establishing and using goals to guide behavior, such as selecting strategies and monitoring tasks
-Inability to keep emotions from becoming overpowering
-Inability to shift efficiently from one mental activity to another

How the Disability is Identified:

The American Academy of Pediatrics (2002) for identifying children with ADHD includes:
-Children between ages 6 - 12, with symptoms of inattention, hyperactivity, impulsivity, academic underachievement, or behavior problems in at least two settings. (i.e.: harmful for the child academically or socially for at least 6 months.)
-A diagnosis requires detailed reports by parents or caregivers.
-Obtaining direct evidence from the classroom teacher or other school-based professionals about the child
-Assessed for accompanying conditions (such as learning difficulties).

Tips, Strategies, or Instructional Techniques:

1) Provide structure and a consistent schedule: There should be a daily activity routine set in place, so the child knows what needs to be done, when and where. This also may include providing consistent, low-key reminders, prompts and cues when needed.

2) Positive and consistent behavior strategies: There should be consistent rewards and consequences, so that the child knows what to expect. It is important to be positive about good performance, but not being too critical.

3) Organization: Children with AD/HD need to be taught and monitored on the use of organizational strategies; color-coded folders, labeling, checklists, to-do lists, and/or goal setting. They need a daily supervision of reviewing homework, assignments, organizing a backpack, etc...

4) Lessons: Children with ADHD respond well to tasks that are rapid, intense, or of short duration (such as spelling bees or competitive educational games), but tend to have problems with long-term projects. It would be helpful to have alternative assignments and or differentiated instruction options in the classroom.

5) Focus: Children with ADHD often require frequent reminders or visual cues for class and school rules. It would be helpful to have the child sit in the front of the classroom to increase attention and reduce outside noise.