Whatis Attention Deficit Hyperactivity

AttentionDeficitHyperactivityDisorder

Whatis Attention Deficit Hyperactivity

Disorder?

AccordingtotheDSM-V,ADHDischaracterizedbypersistentpatternsofinattentionand/orhyperac-tivityandimpulsivitythatinterfereswithfunction-inganddevelopmentandarepresentinmultiplesettings.

TherearethreesubtypesofADHD

• Predominantly hyperactive-impulsive
• Sixormoresymptomsareinthehyperactivi-ty-impulsivitycategoryandlessthansixsymptomsareintheinattentioncategory
• Predominantlyinattentive
• Sixormoresymptomsareintheinattentivecategoryandlessthansixsymptomsareinthehyperactivityimpulsivitycategory
• Combinedhyperactivity-impulsiveandinatten-

tive

• Sixormoreofsymptomsfromtheinattentivecategoryandsixormoresymptomsfromthehyperactivity-impulsivitycategoryarepresent
• Mostcommonsubtype

“The averageage ofdi-agnosisfor ADHD isage7,howeversymptomsoften appearbetweenages3and4”

Glossary

ADHD-AttentionDeficitHyperactivityDisorderComorbid-OccurringalongsidesomethingelseDeficit-Lackingorshortage

DiagnosticandStatisticalManual,FiftheditionorDSM-V-Classificationanddiagnostictoolformentaldisorders

Hyperactivity-Constantactivity

Impulsivity-Displayingbehaviorscharacterizedbylittleornoforethought

Inattention-Failuretocarefullythinkabout,listentowatch;distraction

Prevalence-Degreetowhichsomethingoccurs

ADHDQuickFacts

ADHDisoneofthemostcommonchildhooddis-ordersandtheaffectscancontinueintoadoles-centsandadulthood. ThereisnoconfirmedcauseofADHDhowevermanyresearchersbe-lievethatgenesplayanimportantrole

Approximately11%ofchildrenaged4-7havebeendiagnosedwithADHDsince2011

Diagnoseshavebeensteadilyincreasingfrom7.8%in2003to11.0%in2011

ADHDaffects4.1%adultseachyear

ADHDisoftencomorbidwithotherdisorderssuchasoppositionaldefiantdisorder,conductdisor-der,anxietyanddepression,orbipolardisorder

Medicineandpsychotherapyarethemostcom-montreatmentsforADHD

CaseStudy

Chadisa12yearoldboyin6thgradewholiveswithhismom,dad,andtwoyoungersib-lings,Grace(8)andJordin(4).Chad’sfatherisahotelmanagerandhismotherisapedi-atricnurse.Chad’sfatherhasADHD,persistentlyhyperactivity-impulsivity.BothofChad’sparentsarefullysupportiveoftheirchildrenandworktoprovidethemwithwhateverpossi-bleandwantthemincludedinmultipleextracurricularactivities.

Chadhasalwaysbeenextremelyactive,sincehisearlychildhood.Hewouldfinditdifficulttositstillduringfamilygatheringsandwouldmovefromoneactivitytotheotheractivity.

AsachildChadoftenwouldfidgetwithhishandortaphisfeetconstantly.Hestruggledtoplaygameswithhisfamily,oftenjumpingoutofturnandgettingupsetathavingtowaithisturn.Atageeight,ChadwasofficiallydiagnosedwithADHDafterareferralfromhispedia-tricianandassessmentbytheschoolpsychologist.TheschoolpsychologistmonitoredChad’sbehaviorsperiodicallyandusedinterviewstocollecthomedata.Chadwasbelowhisgradelevelinreadingandwriting.Afterinitialassessmenttheschoolpsychologistsagreedwiththepediatricianforanoutsideevaluationtoobservehishomesettingandanofficialdiagnosiswasconfirmed.

ChadcurrentlyistakingatrialmedicationforADHD,howeversometimesChadstillstrug-glestopayattentiontoclassroomdetails.Heoftengetsoutofhisseatorhastomovearoundalotandadjusthisposture.DuringlongdiscussionChadturnshisheadaroundandlooksoutthewindoworaroundtheclassroomatbulletinsandpapers.Duringsmallgroups,Chadstrugglestokeephisvoicedownandtalkinaninsidemanner.Atthebegin-ningoftheyearChadwouldblurtoutanswerswithoutraisinghishand.

Chad’steacherandparentsworkedtocreateaninterventionandbehaviorplanthatsuitedChad’spersonalneeds.ChadandhisteacherhaveworkedtoincreaseChad’sattentionandorganizationalskillsanddecreasehisimpulsivebehaviors.Chadhasrecentlybeentransferredtoaself-evaluatingmethodofhisbehaviors.Chadhasalaminatedindexcardonhisdeskwhichhelpsremindofthingsheneedstohaveanddotobesuccessfulinschooleachday.AttheendofeachweekifChadisabletoremaininhisseatduringclassperiods,keephisassignmentsorganizedandturnedinontime,andtalkinaquietvoice hewillearntalliestobuyaprizefromtheclassroomprizejar.SofarChad’sbehaviorplanhasbeeneffective,andthemoresuccesshefindsthemorehisplanwillimprovesohe cancontinuehisself-improvementskills.

TipsforParents

Set limitsforyouandyourchild. It’sveryeasytogetfrustrated asa parentandsometimesmoresoif yourchild hasADHD.It’simportantto provideyourchildwithlotsof support butletyourchildlearn andtryon theirown.Limityourself tohowmuch youhoverovereverything theydo butalsoprovide a limitforwhenyouwillstep in andassist.

Create a householdenvironmentthatis structured.Ourchildren withADHDneedlotsof structure in theirlife.It’sgoodtofollow aroutineandastheygetolderhaveyourchild help youcreatethatroutine.Ifyoueverneedtodeviatefromtheroutinemake suretoprovide lots ofwarning.

Reducedistractions especiallyfortasks that needfocus. As stated,it’simportant toprovidestructurein theday.Fortaskssuch ashomeworkortasksthat requirecon-centration, try tolessendistractions byproviding a quiet,calm area forchildren towork at.

Ask the child to repeatinstructions before carryingthemout.Repetition reinforcesthe directionsin the child’smind.Avoid using chain commandswhen asking yourchildtodosomething, lotsof commandscanbehardforanyonetoremember.

Use visualcues. Visuals often helpchildren toseewhattheyare expectedto do and

provide a reminderand modelfortasks

Take timeforyourself. It’simportanttofindtimeforyourself torelaxandrejuvenate.Practice mindfulnessexercises or deepbreathing exercisesto helprelax.Remem-beritis ok,to wanta minutetoyourself,parentingcan be stressfuland all parentsneed timetothemselves.Wantinga couple of minutes toyourself, doesnotmeanyoudo notcare!

Advocateforyourchild! Makesurethatyougetyourchildthe helpandcaretheyneed.Ifyourchildneedssomeextraaccommodations, make suretheyreceivethem.Alsokeep inmind,thatjustbecause yourchildhas ADHD, theirabilitiesshouldneverbehinderedorassumed as less.Makesuretheyaretreatedthesameaseveryoneelse and that others knowwhat yourchild is capable ofdoing.

Reward achild’sefforts. Praise! Praise! Praise!

Herearesomebooks thatyoumayfind beneficialtoread

withyourchild:

I Can’tSit Still: Living with ADHDby:Pam Pollack(GradesPre-K-3)

-This wonderful,colorfulchild’s booktells thestoryofhow ayoungboywithADHDreceives thesupport andlovefrom his teacherandfamily as helearnsthathe has ADHD.

MyFriendhas ADHDbyAmandaDoering Tourville(Grades K-3)

-Oneof the‘Friendswith Disabilities’ series booksthatfocuses onADHD.Marcus’ friend,Robbyhas ADHD.This bookfollowsMarcus and whathefeelswhen Robbysometimes acts outorgets distracted.

JoeyPigzaSwallowedtheKey(JoeyPigzaBooks)–JackGantos (Grades3-5)

-The firstbookin aseriesthatfollows,Joey,a kid thatcannotpayattentionand cannothelpbutnotfollowrules.LearningthatJoeyhas ADDthatis notbeing controlledeffectively,webegin toseewhyJoeyactshowhedoes.Thisfirstbookin theseries and thebooksthatfollowtouchon howJoeydeals withADHD andthefun situationshealways seems togethimselfinto.

CoryStories:AKid’sBookAboutLiving with ADHD– JeanneKrauss(Grades3-6)

-Through various vignettes, Cory describeswhatliving withADHDis like.Thisis a great booktotalkmorein-depthaboutwhatits liketolivewithADHDandwaysthat yourchildcancopeasCory doeseachday.

Stuckin theMiddle(ofMiddleSchool):A NovelinDoodles by Karen RomanoYoung (Grades6-8)

-A wonderfulbookthatcontinuestofollowDoreen(Doodlebug)and thenewchangesin herlife.Thesebooksaregreatforchildren andfamiliesto readsincetheygothroughthestruggles of everydaylife atschool and home forachildwithADHD.

Does Everyone Have ADHD:A Teen’sGuidetoDiagnosis andTreatmentbyChris-tine Petersen (Grades9-12)

-A guideto helpall studentsunderstandwhatADHDis.Peterson,explainshowADHDaffectsthebrain and thewayscertainmedicationscan help.Sheprovides a guideforstudentstoseewhat ADHDisandis not.Peterson alsoprovides helpfulstrategiesforlearningin theclassroom andhome environ-ments.

AdditionalResources

Here aresome websitesthat youmayfindbeneficial aboutADHD

-DSM-VADHDfactsheet

adhd/index.shtml

-National InstituteofMental Health ADHDpage

-CDCADHDwebsite

ADHD.aspx

-Children andAdultswith Attention-Deficit/HyperactivityDisorderWebsite

-Kids Health,ADHD