1. Soaud Dupree EEC 4731 Milestone 1

2.  ADHD- “a syndrome of attention and behavior disturbances that may improve when stimulant-type drugs are administered.” (The American Psychiatric Association, 2000)  Considered a neurobiological disorder.  Distinguished by inattention, impulsivity, and hyperactivity that cause behavior and learning problems.

3.  It is estimated that about 2 million children are affected by ADHD in the United States.  Girls are less likely to be diagnosed with ADHD.  ADHD is not considered to be a learning disability.  There are no specified medical tests for diagnosing ADHD.

4.  Predominantly hyperactive/impulsive type – the child does not show significant inattention but shows significant hyperactive-impulse behavior.  Predominantly inattentive type- the child does not show significant hyperactive- impulsive behavior but shows significant inattention.  Combined type- the child shows both inattentive and hyperactive-impulsive symptoms.

5. Your child/student…  Has trouble listening  Is easily distracted  Has trouble keeping attention in tasks  Unable to focus on details  Is forgetful  Has difficulty organizing  Can’t remain still  Requires extensive supervision  Talks too much

6.  Ritalin, Cylert, Dexedrine, Adderall, Concerta, and Strattera are prescribed to children with ADHD.  These medicines are stimulant and antidepressant-type drugs that have a calming effect on children with ADHD.  Side effects of these medications include: loss of appetite, sleeplessness, a stunt in growth, depression, and even suicide.  Medication alone is the not a cure to children with ADHD.

7.  Each child requires their own approach to treating this disorder.  No one method can treat ADHD, combinations of methods appear to be the most effective.  Medications can be prescribed to help treat ADHD but often leave the child with unwanted side effects.  Behavior management and special intervention strategies successfully help treat children with ADHD.

8.  Assign tasks that allow the student to move. (passing out papers, running errands, feeding class pet)  Plan assignments where the work is divided into smaller chunks with frequent breaks.  Allow the student to switch work sites frequently while working on homework or other classroom activities.  Allow the student to do something with hands during prolonged listening (stress ball, paper folding, play- dough)  Give directions that are clear and easy for the student to follow.  Have a daily structured routine.

9.  Textbook: Health, Safety, and Nutrition For the Young Child (Marotz)  Learning Disabilities of America http://www.ldanatl.org