What do these people have in common?

Benjamin FranklinJohn F. KennedyAbraham Lincoln

BeethovenMozart

Leonardo da VinciAndrew CarnegieF. Scott Fitzgerald

Henry David ThoreauFrank Lloyd Wright

ADHD 101• What ADHD is and How it’s Diagnosed – Lyn Ucci

• Co-Existing Conditions – Joye Callaway

• Definition of Executive Functions and Their Role in ADHD – Stacie Penland

• Classroom Challenges and Strategies – Mary Knick

• Resources – Lyn Ucci

ADHD: An addiction to the present. It’s either NOW or NOT NOW.

It’s all ADHD.

• ADHD predominately hyperactive - impulsive

• ADHD predominately inattentive

• ADHD combined

ADHD is a neurobiological disorder involving the following brain chemicals:

•Dopamine

•Norepinephrine

•Serotonin

It’s in the brain!

• 80% of the time, ADHD is inherited.

• Researchers have identified at least thirteen genes linked to ADHD.

• 20% of the time ADHD is caused by head trauma or medical issues

How is ADHD diagnosed?

• Behavioral rating scales (BASC, BRIEF, Conner’s) completed by teachers and parents

• Parent interview

• Thorough physical exam to rule out possible medical issues

•Academic assessment to rule out possible learning issues

•Social/emotional assessment to rule out mental health issues

Two thirds of children with ADHD have at least one other co-existing condition:

• Approximately 25% have conduct disorders (CD)

• Approximately 40% have oppositional-defiant disorder (ODD)

• Tic Disorders/Tourettes

• Anxiety or Depression disorder

• Sleep disorder

• Substance Abuse

• Learning Disability

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Executive functions:a collection of high-level cognitive processes responsible for problem solving

They are most in demand in the face of complex, open-ended tasks requiring creative or unique solutions.

ADHD affects a person’s ability to use their executive functions to solve problems.

Executive Functions:

1. Inhibition – The ability to block out extraneous information, to control emotions, to suppress action or speech when necessary.

2. Judgment

3. Organizing and Planning

4. Short-term Memory

5. Metacognition

ADHD Goes to School

Challenge: • Student is easily distracted and

cannot concentrate

Strategies:

• Seat in least distracting spot in the classroom

• Use student’s name in a question or in material being covered

• Change type of instruction every 20 minutes

• Cue student to stay on task with a private signal.

• Pair written instructions with oral instructions.

• Pause and create suspense by looking around the room before asking questions.

Challenge: Student likes to blurt out answers and argue

Strategies:

• Acknowledge correct answer only when hand is raised and student is called on.

• State the behavior you expect and be willing to repeat expectations.

• Encourage the student to envision him or herself being filmed.

• Create a student/teacher contract to help student self-monitor his or her behavior.

Challenge: Poor organization skills and forgetfulness

Strategies:

• Divide long-term assignments into shorter segments.

• Set completion dates for each segment.

•Encourage students to use planner.

•Make use of an organized notebook approach.

•Post your syllabus on your classroom webpage.

Challenge: Careless mistakes and poor attention to detail

Strategies:

• Communicate the value of accuracy over speed.

• Encourage student to highlight key words in directions.

• Help student define a detailed action plan.

•There are factors outside of our control.

•Mismatches exist between academic expectations and student ability.

Reality:

• Sometimes the student is not ready to make a change or to be held accountable.

• The student may need additional accommodations that we cannot provide.

Resources:

ADHD and the Nature of Self-Control (Russell Barkley)

Driven to Distraction (Edward M. Hallowell, John J. Ratey)

Delivered from Distraction (Edward M. Hallowell, John J. Ratey)

ADDwarehouse.com

CHADD.com

www.nidcd.nih.gob

SchwabLearning.org

kidshealth.org

ldonline.org

ldamerica.org

pbkids.org

samgoldstein.org