ADD – ATTENTION DEFICIT DISORDER
ADD is a neurological disorder. It is characterised by attention skills that are developmentally inappropriate and in some cases impulsivity, and/or hyperactivity. Hyperactivity is often considered the most prominent characteristic. However, we have come to recognise that there is more than one type of ADD. Some children with ADD are exceptionally hyperactive and impulsive, others are most notably inattentive, and others have a combination of all three traits.
The American Psychiatric Association have defined three types of ADD –
- Attention-deficit/Hyperactivity Disorder, Predominantly Inattentive Type.
- Attention-deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type.
- Attention-deficit/Hyperactivity Disorder, Combined Type.
INATTENTION
While this is not as visible as hyperactivity or impulsivity, it is a symptom of ADD that can cause problems in school. A child with Attention-deficit/Hyperactivity Disorder predominantly inattentive type, exhibits at least six of the characteristics below.
- Often fails to give close attention to details or makes careless mistakes
- Often has difficulty sustaining attention in tasks or during play activities
- Often doesn’t seem to listen when spoken to directly
- Often doesn’t follow through on instructions and fails to finish (not due to disobedience or failure to understand instructions)
- Often avoids tasks that require sustained mental effort
- Often loses things that are necessary for tasks or activities
- Often easily distracted by extraneous stimuli
- Often forgetful in daily activities.
The ADD child is capable of sustained attention when performing activities that he finds highly enjoyable, such as playing video games or watching television. They also perform quite well in one-to-one situations.
HYPERACTIVITY/IMPULSIVITY
These children are very obvious. Hyperactive children usually exhibit far more restless energy and overactivity than other children. Their impulsivity is reflected in their inability to control their emotions and behaviour to a greater degree than other children their age. This is most obvious in young children. Attention-deficit/hyperactivity disorder, predominantly hyperactive impulsive type, exhibit at least six on the following characteristics.
Hyperactivity
- Often fidgets with hands or feet or squirms in seat
- Often leaves seat in situation in which remaining seated is expected
- Often runs around or climbs excessively in situations where it is inappropriate
- Often has difficulty in playing or engaging in activities quietly
- Often ‘on the go’ excessively
Impulsivity
- Often blurts out answers to questions before the question is complete
- Often has difficulty waiting in lines or awaiting a turn in a game or group situations
- Often interrupts or intrudes on others (e.g., butts into conversations or games).
Unfortunately a percentage of children with ADD have a greater likelihood of having problems with behaviour, learning or social and emotional functioning. They may exhibit the following characteristics –
- Often lose their temper
- Often argue with adults
- Often actively defy or refuse adult requests or rules
- Often deliberately annoy others
- Often blames others for own mistakes
- Often are touchy and become angry or resentful
- Can be spiteful
- Often use obscene language/
Treatment of children with ADD can include:
Medical Management
Educational Planning
Behaviour Modification
Psychological Counselling
EDUCATIONAL PLANNING AND BEHAVIOURAL MODIFICATION
The key for these children, as with the rest of your children, is preparation and a management plan. Consider the child’s area of difficulty and plan adaptations that will help the child succeed in the group. Listed are some possibilities to consider.
ATTENTION
- Place the child with a buddy or good role model
- Modify activities/expectations of the child for success
- Give clear, concise instructions; maintain eye contact with the child
- Provide peer assistance
- Place child in a quiet area away from distracting stimuli
- Cue the child to stay on task
- Review instructions to make sure the child understands.
IMPULSIVITY/HYPERACTIVITY
- Ignore minor inappropriate behaviour
- Increase immediacy of rewards or consequences
- Use time out procedure for misbehaviour
- Supervise closely during transition times
- Use prudent reprimands for misbehaviour (avoid lecturing or criticism)
- Give praise for positive behaviour
- Pair the child with a good role model
- Acknowledge the good behaviour of other Joey Scouts
- Implement a behaviour management system
- Praise compliant behaviour
- Give immediate feedback about behaviour
- Differentiate between the child and his behaviour (I like you but I don’t like what you are doing).
MOOD
- Provide reassurance and encouragement
- Focus on the child’s talents
- Talk to the parents about the child’s achievements and interests
- Look for signs of stress build up and provide encouragement
- Look for opportunities for the child to display leadership
SOCIALISATION
- Praise positive social behaviour
- Avoid placing the child in competitive situations
- Teach/model appropriate social behaviour
- Increase the child’s self esteem
BUILDING SELF ESTEEM AND CONFIDENCE
The key to success with all children is for them to have high self esteem and self confidence. Children who value themselves are more likely to approach situations positively, to try difficult learning tasks and to cope socially.