Attention Disorders Sousa Chapter 3

ATTENTION DISORDERS Inability to focus (inattention) Inability to regulate activity level (hyperactivity) Inability to inhibit behavior (impulsivity) 2

Some facts of ADHD Most common learning disorder in children and adolescents 3 X’s more boys than girls Most adults outgrow hyperactivity

Diagnosis Assessed by health care professionals, teachers, parents Physical examination Psychological tests Observable behaviors in everyday settings

Diagnosis of Symptoms 6 or more symptoms Symptoms present 6 months + Appear before age 7 Evident in 2 environments

Three Subtypes Predominately inattentive Predominately impulsive Combined type

Procedures for Diagnosing Subjective judgments Researchers search for objective measures Optical tracking and Attention Test Infrared motion camera to measure: 1. Sit still 2. Pay attention for 15 min. continuous performance task

ADHD? or ADD? Impulsive Shows off, needs instant gratification, frustrated Time is poorly planned Intrusive, rebellious Bossy, irritating Sluggish Modest, shy, socially withdrawn, impatient after attempt to complete task Time is poorly planned Polite, obedient Underassertive

ADHD? ADD? Reacts strongly to criticism Attracts new friends but difficulty bonding Oppositional Defiance Conduct (rare) Do well those things they know they can do Brain size smaller in limbic & cerebellum Fearful of others’ displeasure Bonds but does not easily attract friends Depression Willing to pursue areas others are afraid to try Cause may reside in parietal lobe

Is ADHD Inherited? Runs in families Children have at least one close relative with ADHD Identical twins will both have it if one does ADHD in gene pool for thousands of years Prehistoric times- valuable as scouts Susceptible genes- not dominant Environment plays a big role

Is ADHD on Increase? Greater prevalence? Better diagnosis? Both? “As more children are raised by total strangers, video games, and television, ADHD-like behavior may become the norm rather then the exception.” (P. 54)

To have ADHD or not to have? Amount of TV Genetic AND environment play a role Some not taught acceptable behaviors Allergic food reactions may = hyperactivity Stress reaction Medical conditions Intolerant schools

Can Schools Enhance ADHD-Like Behavior? Curriculum moves too fast Too much teacher talk Room arrangements Discipline is arbitrary or perceived unfair Too few opportunities to move Few opportunities to interact Tense environment

Research and Treatment Research continues- need a diagnostic tool Medication 1. Tics (rare) 2. Slight delays in growth (not significant) 3. Drug abuse less likely (not understood)

Alternative Approaches Therapies that address cognitive functions (especially memory) Computer software that work on memory (visual-spatial) Behavioral training Self-regulation (comparison to what the child is doing to what the child ought to be doing)

Educators Need to Consider Pinpoint areas of difficulties - starting a task? - understanding directions? - getting organized? Positive, upbeat, highly organized Sincere praise and extra effort

Avoiding School-Created ADHD-Like Behavior (p. 58) Moving too quickly during instruction Lectures as main method of instruction Classrooms arranged so students can “hide” Each teacher determines rules of behavior Students in seats- research says movements keeps them in focus

Avoiding School-Created ADHD-Like Behavior (cont.) Turn down lights with overhead Textbook as main focus of instruction Copying information from board Present information (no concern over students’ emotional needs)