ADHD Attention Deficit and Hyperactivity Disorder or Hyperkinetic Disorder

David Walker Studio III

Thinking about ADHD

ADHD is a medical condition which severely impacts on the quality of life of the children it affects and their families or carers As a person you may feel understandably frustrated and annoyed when you work with someone with ADHD. As a professional you must recognise that ADHD is a genuine illness. The child is not misbehaving on purpose (at least not always!)

Areas to be covered
What is ADHD? Diagnosis Possible causes Prevalence, myths and reality ADHD and Treating ADHD Working with ADHD Working with young people with ADHD at Step a side

Characteristics Of ADHD
Do not complete tasks Disruptive Often off task Impulsive behaviour Difficulty focusing attention Difficulty concentrating Dont listen Are easily distracted Dont know what is important Act immature

Characteristics Of ADHD
plus >>>>>>>>>>>>> Hyperactive Fidgety Runs around the room Overexcited Blurts out answers Interferes with others activities

Experiencing ADHD
Put yourself in the mind of a person with ADHD. Its like trying to watch TV whilst somebody is constantly changing the channel. A bewildering stream of changing images, sounds and thoughts. You cant focus on one thing, because something new is always distracting you.

Experiencing ADHD
PROBLEMS WITH Shifting from one mindset to another Organisation and anticipating Planning and goal setting Working memory receiving, storing and retrieving Detached emotions from reason Inhibiting speech and motor behaviour

Diagnosing ADHD
Although individuals with ADHD can be very successful in life, without identification and proper treatment, ADHD may have serious consequences, including school failure, family stress and disruption, depression, problems with relationships, substance abuse, risk of accidental injuries and job failure. Early identification and treatment are extremely important.

Diagnosing ADHD 2
Starts on early childhood If it starts after seven it is not ADHD but this may be changed Three types of ADHD ADHD Predominantly inattentive type ADHD Predominantly hyperactive-impulsive type ADHD Combined type

Diagnosing ADHD
Diagnosis is a multifaceted process No single test Many other disabilities have to be ruled out aspergers syndrome Some illness need to be ruled out overactive thyroid A medical examination is important to rule out hearing and vision problems

Possible causes
AHDH is a complex disorder Research shows that ADHD runs in families 20 research studies have shown evidence that ADHD is inherited and therefore primarily genetic Low birth weight, prenatal maternal smoking may be causal factors Poor parenting does not help but is not a cause

What causes ADHD

MRI scans show that ADHD is projected from the frontal lobes of the brain Executive functions are also controlled mainly by the frontal lobes Neurotransmitters do not appear to work properly People with ADHD are normally 3 4 % smaller than non ADHD. One study showed that people with severe ADHD have smaller frontal lobes

The reality and myths of ADHD

ADHD is not a real disorder ADHD is a disorder of childhood ADHD is over diagnosed Children with ADHD are over medicated Poor parenting causes ADHD Children in care are over-diagnosed with ADHD Girls have lower rates and less severe ADHD than boys

Intervention For ADHD

Teamwork is essential! Collaboration is the key to managing a young person who has been diagnosed with ADHD.

Interventions For ADHD

Structure and organisation Behavior management and therapy Medication: Ritalin or other Dietary change

Medical Interventions For ADHD

Medication information Between 60% and 90% are treated with medication mostly Ritalin or Adderall You cannot recommend or prescribe medication But can suggest parents take child to the doctor Learn from parents about the medication to be used: time, dose, side effects

Medical Interventions For ADHD

Appropriate dose should help concentration, not cause drowsiness Medication will not improve academic or social skills in the long term Medication will improve attention and allow more work to be achieved Watch for side effects of medicine

Behavioural Interventions For ADHD

Effective Carers

Demonstrate commitment to children with special needs Professionals have information about ADHD Focus on social acceptance and understanding by peers Work closely with parents to share problems and concerns

Behavioural Interventions For ADHD

Effective Carers

Have behavior support plans (e.g. good behavior games) Cooperative learning strategies are used. May be paired with a peer for support and tutoring Communication system is established between school and home a checklist Carers monitors behavior, reinforces good behavior

Behavioural Interventions For ADHD

Expectations and rules need to be clearly communicated All work must be clear and manageable Make sure the young person understands what to do Smaller, less complex tasks may be required followed by reinforcement Place young person near carer when working and maintain eye contact

Behavioural Interventions For ADHD

Provide work area without distractions for individual work Require unused materials be stored away Provide verbal and visual directions Model what the young person is to do Periodically remind the young person what to do Warn about and explain transitions between activities or places

Behavioural Interventions For ADHD

Use young persons name to get attention before giving directions Alter assignments and activities often Help young person focus on listening Teach young person note-taking techniques to remember even simple sequences

Behavioural Interventions For ADHD

Have a few simple rules, review rules Reward appropriate behavior, withhold or reinforcement for inappropriate behavior Use charts, points, tokens, stickers, etc, to make reinforcement visible

Remember
Dont take it personally there is a medical reason for much of the childs behaviour A reason is not an excuse ADHD is the reason for unacceptable behaviour but not an excuse for it. Keep the child away from distractors even minor ones Provide legitimate opportunities to be physically active

Remember 2.
Try to find a way to allow the child to fidget squeeze balls Children with ADHD have difficulty with planning activities and doing them in the right order overview, steps, written checklist, verbal checks, practice in planning and sequencing Use 24 hour daily planners and weekly schedules Beware of changes in routine and activity

Remember 3
Improve a childs self esteem by praising them in public Reprimand quietly, one to one and in private Buddy up with less active and more stable children Have very clear behavioural expectations and praise whenever possible catch the child being good Make a game out of life and motivate