Attention Deficit Hyperactivity Disorder

Background and History The symptoms of ADHD have been described since the 18th century The modern definition began with George Still in 1902 1980 DSM III-The term Attention Deficit Disorder (with or without hyperactivity) was created, and was considered a Disruptive Behavior Disorder 2013 DSM V- ADHD reclassified as a Neurodevelopmental disorder ADHD affects approximately 9% of children, 4% of adults

Symptoms of ADHD Daydreaming Forgetfulness Fidgeting Talking too much Careless mistakes or taking unnecessary risks Difficulty resisting temptation Difficulty getting along with others Inappropriate behaviors or outbursts

Diagnosing ADHD Symptoms must appear before the age of 12 Must cause significant impairment in social, academic, or occupational functioning Must be present in more than one setting The symptoms are not better explained by another mental disorder Predominantly Inattentive Presentation – Inattention, Daydreaming, Forgetfulness Predominantly Hyperactive-Impulsive Presentation – Impulsivity, Hyperactivity Combined Presentation – Symptoms from both the Inattentive and Hyperactive types

Causes Abnormalities in the frontal-subcortical-cerebellar systems involved in the regulation of attention, motor behavior, and inhibition AD/HD tends to run in families - heritability is about 76% (heritability of height is 90%, schizophrenia is 80%) Fetal exposure to alcohol, cigarettes/nicotine & environmental toxins (lead); prematurity

Diagnosis and Treatments Parent and Teacher Surveys and Pediatrician Recommendations Behavioral Therapy Stimulants Most effective treatment includes both therapy and medication

Interventions and Accommodations Token economies, response cost procedures, and behavioral contracts, ex. Daily Report Card (DRC) Seating child near teacher and away from children who might distract them Model appropriate behavior Provide students with visual cues Post rules, schedules, and goals on the board Positive reminders or cues for appropriate behaviors. Structure and routines for transitions, turning in homework, asking questions, and getting supplies in class Multisensory Curriculum Fidget toys Extra time for assignments and tests

References http://www.ncbi.nlm.nih.gov http://www.cdc.gov/ncbddd/adhd http://www.help4adhd.org/ http://research.aboutkidshealth.ca/teachadhd