ADHD By

PepsiMariniel

leNguyen

Attention Deficit Hyperactive Disorder

Definition of ADHD:

Most professionals rely on the (APA’s) and (DSM) criteria to determine whether an individual has

ADHD. Over the years, researchers and practitioners have debated whether ADHD is a

single syndrome or whether there are subtypes. Partly as a result of this debate the name of this

condition has changed overtime. For example, for several years, the APA used the general term (ADD) to refer to all the people with the condition. It then allowed for the subtypes of ADD with hyperactivity

and ADD without hyperactivity.

For short : Attention deficit hyperactivity

disorder is a term that has emerged from

attempts to describe inattentive, overactive

and impulsive behaviour.

Identification of ADHD:

Most authorities agree that there are four

important components to assessing whether a student has ADHD: a

medical examination, a clinical interview, teacher and parent rating scales,

and behavioral observations.

-is necessary to rule out medical conditions, such as brain tumors, thyroid

problems, or seizure disorders, as the cause of

the inattention/or hyperactivity (Barkley and Edwards, 2006).

Medical Examination:

-provides information about the child’s physical and psychological characteristics, as well as family dynamics and interaction with peers. Although the interview is essential to the diagnosis of ADHD, clinicians need to recognize the subjective nature of the interview situation. Some children with ADHD can look surprisingly “normal” in their behavior when in the structured and novel setting of a doctor’s office.

Clinical Interview of the parent (s):

Whenever possible, the clinician should observe the student. This can be done in the classroom:

*Clinicians who specialize in diagnosing and treating children with ADHD sometimes have specially designed observation rooms in which in which they can observe the child while he or she performs task requiring sustained attention. In addition, professionals can use a CPT in the clinic.

Clinical Interview of the parent (s):

• Myth: the primary symptom is

inattention

• Fact: they are facing with

– behavior inhibit ion ( w a i t f o r t h e i r t u rn ,

re s i s t d i s t r a c t i o n )

– Executive function

– Time awareness

– Management

• Myth: Al l chi ldren with ADHD are

hyperactive

• Fact: 3 types :– 1 . P redominant ly i na t ten t i ve type

– 2 . Predominan t l y hyperac t i ve -

impu l s i ve type

– 3 . comb ined typed

Misconceptions about ADHD

• Myth: ADHD is primary the result of

brain injury

• Fact: Result of neurological

dysfunction/ hereditary factors

• Myth: The social problems of

students with ADHD are due to

their not knowing how to interact

social ly

• Fact: they know how to act but the

behavioral inhibit ion makes it

diffi cult for them to act

appropriately

• Myth: with their condition, the

learning environment must be

highly unstructured

• Fact: most recommended highly

structured most especial ly in early

stage

Prevalence

• begins in childhood and can affect all areas of a patient’s life.

• 3% - 7% of school-aged children• Boys outnumber girls 3 to 1 • However, girls may be under

diagnosed.

Prevalence in the Philippine

• 80% of adolescents have the symptoms• 60% of adults show the symptoms• 40%-50% of children with ADHD have

learning disabilities• 30%-50% of children with ADHD engage in

disorderly conduct and exhibits signs of anti-social behavior

• 35% of children with ADHD do not finish high school

• 25% of children with ADHD oftentimes fight with other kids

• 20% to 25% of children experience hyperactivity

• 3-5% of the world population has ADHD

Predominantly inattentive (ADHD/I)

difficulty paying attention/ to concentrate and complete tasks

forgetful and easily distracted

poor organizational skills, lethargic, sluggish, shy, anxious or constantly daydreaming

most often diagnosed in adolescent girls, and is diagnosed if six or more symptoms of inattention have persisted for more than six months.

–Pooh type- Inattentive, sluggish, slow-moving, unmotivated, daydreamer

Predominantly hyperactive/impulsive (ADHD/HI)

difficulty controlling behavior serious aggressive or oppositional

behavior and antisocial conduct.

fidget and excessively restless.

blurt out comments that are inappropriate and often do not think before they act.

diagnosed if six or more symptoms of hyperactivity and impulsivity have persisted for more than six months.

Rabbit Type- over focused, obsessive, argumentative

Combine type

Combines symptoms of the other two forms of ADHD

the most common form of ADHD.

diagnosed in boys of elementary-school age.

diagnosed when six or more symptoms associated with each of the two major forms of ADHD are present.

Tigger type-Hyperactive, restelessness, disorganized, inattention, impulsivity

Who has it and who hasn’t?

Assessment:–History –Information (home and school)

–Observation–Specific tests

How is ADHD Diagnosed?• There is no actual test that can diagnose

ADHD. New technology such as MRI, PET and SPECT scans have given us the ability to view the working parts of the brain, but they cannot determine if an individual has ADHD.

• Diagnoses is usually done through the collaboration of doctors, teachers, counselors and parents by way of screening tools and observations of a child's behaviors.

(Silverstein & Nunn 2008)

Symptoms

• Often fidgets or squirms about when seated

• Is easily distracted

• Talks out of turn

• Has trouble with follow through

• Has difficulty staying on task

• Shifts rapidly from one task to another

without completing first task or activity

• Seems unable to play quietly

Symptoms

• Talks excessively

• Frequently interrupts or intrudes

• Seldom listens attentively

• Is disorganized: loses assignments, pencils,

toys.

• Often seems unaware of consequences and

so engages in potentially dangerous

behavior.

(Allen & Bowdery, 2010)

25

Creativity

Flexibility

Enthusiasm and spontaneity

Energy and drive

Positive Traits

1.Have them do things at once.

2. Allow them to respond Orally.

3. Put up Visual and Auditory Blinders.

4.Don’t do everything in every book.

5.Forget what others think. SEE THE GIFT IN

YOUR CHILD.

Meeting the need of children with ADHD

http://www.westfieldacademy.org/adhd/

- Support the transition process- Time in between asking them to say/do- Avoiding overloading student’s working

memory- Providing visual - Creating a routine procedures for daily

transitioning- Preparing for the type of response

Meeting the need of children with ADHD

- Divide the instruction into consistent, predictable sequences

- One teach , one driff- Station teaching- Parallel teaching- Alternative teaching- Team teaching

Meeting the need of children with ADHD

• Preparation• Content• Build a relationship with the

child• Participant learning• What’s relevant to the

children?• What do they need to know?

Meeting the need of children with ADHD

Management Psychosocial interventions• Parenting• Psychological interventions• Educational interventions

Medication• Stimulants• Others

Follow-up• Clinic• Liaison

TreatmentTreatment Team

• Child and adolescent psychiatrists

• Psychologists• Cognitive-behavioral

therapists• Educational specialists• Behavioral coaches

Plan

• Education about ADHD• Behavioral

intervention strategies• Parent training• A specialized

educational program• Medication, when

necessary

Who got it…. John Lennon

BeethovenJohn F Kennedy

Picasso

Mozart

Jim CarreyPrince Charles

Socrates

Winston Churchill

Vincent Van Gogh

Stevie Wonder

Leonardo da Vinci

Walt DisneyAlbert Einstein

Ernest Hemingway

Kirk Douglas

Galileo

Dr Ruth MarshallConsultant Child and Adolescent Psychiatrist