1. Learners with Attention Deficit Disorder

2. Brief History  Still's Children with "Detective Moral Control”  Volition-ability to control impulse  Goldstein's Brain-Injured Soldiers of World War I  Figure/ground  The Strauss Syndrome  Hat in a wave-m more figure/ground  Cruickshank's Work  Used individuals with real “brain damage”- cerebral palsy  Established educational program  Minimal Brain Injury and Hyperactive Child Syndrome  Inattention is the culprit

3. Definition 1.ADHD Predominantly Inattentive Type 2.ADHD Predominantly Hyperactive Type 3.ADHD Combined Type

4. Prevalence Most frequent referrals to guidance clinic 3-5% of school aged More boys than girls (2.5-5.1: 1 US is not highest

5. Assessment 1.Medical examination Doctor’s office effect 2.Clinical interview 3.Teacher and parent rating scales

6. Cause With today’s testing equipment, neurological dysfunction as opposed to brain damage is recognized –Areas of the Brain Affected: Frontal Lobes, Basal Ganglia, and Cerebellum Genetics –Specific genes may be involoved –Chance of sibling- 32% –Children of adults 57% –Identical twin more likely than fraternal twin Toxins an medical factors –Alcohol and tobacco use in mother –Complications in birth and low birth weight

7. Psychological and Behavioral Characteristics Barkley's Model of ADHD –Behavioral inhibition- controlling one’s own behavior –Executive functions- self directed activities 1.Problems with working memory 2.Delayed inner speech (voice within) 3.Controlling emotions 4.Analyzing problems –Deficits in goal-directed behavior

8. Adaptive Skills More traffic accidents Behavior problems

9. Problems Socializing with Peers Could be the defining characteristic Majority have problems with peer relations Negative social interactions hard to get over End up bothering those they try to befriend

10. Coexisting Conditions Learning Disabilities Emotional and behavioral disabilities Substance abuse

11. Educational Considerations Classroom structure and teacher direction 1.Reduce stimuli 2.Structured program with emphasis on teacher direction but becoming independent in adolescence

12. Educational Considerations Functional Behavioral Assessment Antecedents Consequences Setting events Contingency-Based Self-Management Tracking own behavior and receiving consequences Self monitoring Reinforcement

13. Service delivery No official classification No statistics on how served Best placement is determined individually

14. Medical Considerations Psychostimulants-influences release of dopamine Opposition to Ritalin ADHD does not exist Trying to control children The drug industry conspiracy The Research Evidence Overwhelmingly successful in parent teacher rating scales, achievement, note-taking, behavior

15. Cautions Regarding Ritalin Nonresponders Side effects Should not be taken at first sign of a behavior problem Academic effects have not been dramatic Parents, teachers and doctors should monitor dosage

16. Early Intervention Tough to distinguish at early age FBA and structure is good for all young students Aggression should be addressed early

17. Transition to Adulthood Two thirds diagnosed in childhood will continue in adulthood

18. Adult Outcomes Adults may have antisocial, anxiety, and depression disorders Employment: Choose a job maximizing person’s strengths, need for structure. Marriage and Family: can have negative impact on family. Educate the family. Coaching; Support person. Can be a therapist or friend.

19. Importance of Coaching

20. Summary