1. Working with Students with Attention Deficit Hyperactivity Disorder ADHD/ADD

2. ADHD/ADD Incidence Approximately 4% - 6% of the general population has ADHD/ADD Definition ADHD/ADD is a neurobiological disorder that likely affects activity in the parts of the brain that regulate impulse control and attention ADHD & College Success (2010), Edge Foundation

3. ADHD/ADD Definition (continued) ADHD term is derived from the Diagnostic Statistical Manual (DSM) Known by another name: Attention Deficit Disorder ADHD = DSM ADD = Medical Model Disorders are usually first diagnosed in infancy, childhood or adolescence

4. Types of ADHD: Predominately Inattentive Type Functional Limitations Attempts to pay attention to “everything” Difficulty/Inability to pay attention to details Difficulty/Inability to sustain attention Difficulty/Inability to follow directions Difficulty with memory

5. Predominately Hyperactive/Impulsive Type Functional Limitations Difficulty/Inability to remain seated without fidgeting Difficulty/Inability with taking turns in conversations (talking excessively or interrupting) Difficulty/Inability to control excessive energy

6. Predominately Combined Type Functional Limitations All of the functional limitations outlined for both the predominately inattentive type and the hyperactivity/impulsive type

7. Strategies Strategies for activities such as: Exposure to College Campus Activities Preparing for College Entrance Exams Completing College Application Financial Aid Counseling & Application Assistance Bridge and Other Summer Programs Academic Advising Career Exploration & Counseling

8. Strategies (continued) Strategies for activities such as (continued) Academic Instruction Tutoring (Peer and/or Professional) Peer Mentoring Faculty/Administrator Mentoring Cultural Enrichment & Cultural Events Personal Counseling Workshops for Families of Participants

9. Case Study A You are taking your students on a weekend trip to a university four hours away. On the second day, just before you leave to return home, the students will have 2 hours of “free time.” One of your students has ADHD and is well known for “wondering away” while investigating her surroundings. You really want this student to go on the trip because the university you are visiting is the one she wants to attend after she graduates. However, you are very worried about the logistics of including her on the trip.

10. Case Study B There is a student in your program that has ADHD. His tutors come to you because working with him is highly frustrating. They know the student is bright and can easily understand their instructions, but he is always asking them questions on a variety of subjects. Some of the questions are related to the subject matter they are working on and some just seem to “come out of left field.” They also complain that he never finishes any of the tasks that they give him and that he stops listening completely when someone new walks into the tutoring lab.

11. Case Study C Yo u are helping one of the students in your program pick classes for the upcoming semester. The student has ADHD and after about 5 minutes of discussion with the student about the classes he would like to take, you bring up the online class schedule. The student also has a copy of the class schedule that he printed out earlier. You let the student know he can either follow along by with his printout or by looking at it on the computer screen. The student chooses to use his printed schedule, but doesn't stay in his seat as he looks at the schedule. In fact, he begins to wonder around your office looking at and picking up things from your desk and your bookcase. While standing at the bookcase, he rests the class schedule on one of the shelves and asks you a couple of pertinent questions about different classes and continues to search for classes he wants to take.

12. Case Study D You have a workshop coming up that will focus on majors and careers. The opening activity will be a 2-hour panel discussion featuring individuals from a variety of careers. Each member of the panel will introduce themselves and then share information about their college major(s), their current career and the path they traveled from college to career. After the panel members have introduced themselves and shared some of their history, the floor will be opened for questions from the students. During the lull between questions from the students, the panel members will be asking the students questions. You have a couple of students with ADHD in the audience and you are concerned about them in this activity.