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Attention-Deficit Hyperactivity Disorder (ADHD) - Coggle Diagram
Attention-Deficit Hyperactivity Disorder (ADHD)
Definition: A disorder marked by inattention, hyperactivity, impulsive behavior, or some combination of these characteristics. Students with ADHD don't necessarily show all three characteristics
Inattention: Students may have difficulty focusing and maintaining attention on assigned tasks, especially when appealing alternatives are available
Example - Student may have trouble listening to and following directions
Impulsivity: Students almost invariably have trouble inhibiting inappropriate behaviors
Example - Student might blurt out answers, begin assignments prematurely, or engage in risk destructive behaviors without thinking about potential consequences
Hyperactivty: Students may seem to have an excess amount of energy
Example - Student is apt to be fidgety and may move around the classroom at inappropriate times
Common Characterisitcs
Classroom behavior problems (example - disruptiveness, noncompliance)
Increased probability of substance abuse in adolescence
Poor social skills and interpersonal difficulties
Greater use of media (example - watching tv or using a computer)
Problems with planning and time management
Certain specific cognitive processing difficulties and low school achievement
Exceptional imagination and creativity; exceptionally detailed memories
Prevalence in the United States
Diagnosis have increased by 53 percent since the early 2000s. This is due to the number of factors, including greater awareness of ADHD and thus more frequent diagnoses
Approximately 6.4 million students are diagnosed with ADHD at some point in time
Boys are twice as likely as girls to be diagnosed with ADHD
Medication: Many children/adolescents with ADHD are prescribed medication. Current Research suggests that medication many be helpful in some instances
For some, the effects of the medicine are strong; but for others, the effects are modest at best
Medication alleviates symptoms of ADHD, but does not cure it
When ADHD symptoms are moderate, non-medical treatments often can be attempted before trying medications
Among preschoolers, some behavioral interventions can be implemented successfully instead of medication
Medication is the most effective when the dosage is closely monitored and adjusted as needed
Some medications are stimulants and others are non-stimulants. The stimulants support more effective communications between various networks of brain cells; the non-stimulants include a variety of other medications
Medication can be effective in preschoolers, particularly when they have few other additional mental disorders
Adapting Instruction
Explicitly facilitate attention and concentration
Students may benefit from soundproof headphones or "white noise" machines that block out potentially distracting sounds
Some computer applications give students practice in focusing and keeping their attention on specific stimuli
Help Students organize and use their time effectively
Show students how to prioritize activities, create to-do lists, and establish a daily routine that they post on their desks
Break large tasks into smaller ones and set a short time limit for each subtask
Provide a folder in which students transport homework assignments and from school
Modify students' work environments and schedules
Students should have most academic subjects and challenging taks in the morning rather the afternoon, as symptoms of ADHD tend to get progressively worse as the day goes on
Provide outlets for excess energy
To help control energy, one could intersperse quiet academic work with frequent opportunities for exercise
Give students a settling-in time after recess or lunch by reading an excerpt from a high-interest book or article before asking them to engage in activity that involves quiet concentration
