ADHD - Attention Deficit/ Hyperactivity Disorder

ADHD -ADHD -Attention Deficit/ Attention Deficit/

Hyperactivity DisorderHyperactivity Disorder

Disability Information SessionUC Clermont

April 28, 2009

ExerciseExerciseADHD Self-Report Scale

Misunderstood Minds (I need 2 volunteers…)

Visual Distraction ExerciseAuditory Distraction Exercise

Try these yourself at: http://www.pbs.org/wgbh/misunderstoodminds/

attentionbasics.html

Diagnostic ConsiderationsDiagnostic ConsiderationsDSM-IV-TR is used to make formal

diagnosisDiagnosis should only be made

by a qualified health professional or physician experienced with ADHD

Educational institutions should not be making this diagnosis or telling students they have ADHD!

3 Major Categories of 3 Major Categories of ADHDADHDPrimarily Inattentive Subtype. The

individual mainly has difficulties with attention, organization, and follow-through.

Primarily Hyperactive/Impulsive. The individual mainly has difficulties with impulse control, restlessness, and self-control.

Combined Subtype. The individual has symptoms of inattention, impulsivity, and restlessness.

Intensity of symptoms range from mild to severe.

Diagnostic ConsiderationsDiagnostic ConsiderationsFemales are typically inattentive

type and males are typically hyperactive/impulsive or combined type.

ADHD mimics many other disorders which should be ruled out before making a diagnosis. This makes it problematic to properly diagnose.

Treatment OptionsTreatment OptionsMedication (17 known to help

with ADHD)*Stimulant vs. non-stimulant

meds*Short-acting vs. long-acting

Behavioral TherapyMedication combined with

Behavioral Therapy (*Most successful treatment)

To Medicate or Not To Medicate or Not Medicate: That is the Medicate: That is the Question…Question…Stigma towards medicationSide effects of medication (poor

appetite/weight loss/sleep disturbance/irritability)

Changes in dosing needed due to body’s tolerance to medication, growth in children)

Some people feel it prevents creativity

Co-Morbid ConditionsCo-Morbid ConditionsDisruptive Disorders (Conduct

Disorder, Oppositional Defiant Disorder)

Mood Disorders (Bipolar Disorder, Depression)

Anxiety DisordersTics/Tourettes SyndromeLearning Disabilities

What Does the Research What Does the Research Say?Say?ADHD affects approximately 5-8% of

school-aged children. 60% of these children will have symptoms that persist into adulthood – 4% of adult population (www.chadd.org).

You cannot “outgrow” ADHD. If you have a mild form, you can develop strategies to manage symptoms more effectively.

UCC 37/131 students enrolled with primary code of AD for 09S. Many of these students have another diagnosis.

Educational ImplicationsEducational ImplicationsAcademic vs. PersonalAcademic issues include poor

time management and organization; poor study skills; and difficulty with reading

Personal issues include difficulty with social skills; high levels of frustration; sleep disturbance; and procrastination

Educational ImplicationsEducational ImplicationsStudents frequently suffer from

poor self-esteem because they have always struggled with school.

Faculty may think these students are unmotivated or lazy.

Executive functioning difficultieshttp://www.chadd.org/AM/Template.cfm?

Section=Especially_For_Adults

Common Common AccommodationsAccommodationsExtended Testing Time (Tests &

Quizzes)Distraction-Reduced EnvironmentReaderNotetakerTape RecorderAlternate TextAssistive Technology

*Inspiration*Kurzweil

Successful StrategiesSuccessful StrategiesUsing a calendar system (paper

or electronic)Highlighting syllabus (especially

for due dates)Weekly meeting (check-in with

advisor to help stay on track)ADHD Coaching

What Can Faculty Do?What Can Faculty Do?Offer variety in your delivery of

material. Plan a lecture one class and group work the next class.

Offer a mix of assessment styles on tests. Combine multiple choice/short answer/essay questions to keep things interesting.

Allow students to move around the classroom, chew gum, doodle, etc. This will often provide the necessary input needed to re-adjust their nervous system.

ResourcesResources http://www.nimh.nih.gov/health/publications/

attention-deficit-hyperactivity-disorder/complete-

index.shtml

www.chadd.org

http://www.additudemag.com/