Attention Deficit- Hyperactivity Disorder
IDEA categorized Attention Deficit-Hyperactivity Disorder into a subcategory under “other health impairments. Students with other health impairments has limited strength, vitality, or alertness, including a heightened alertness with respect to the educational environment, that is due t chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis fever, sickle cell anemia and Tourette’s syndrome and these disorders must adversely affects a child’s educational performance. (Turnbull, Turnbull & Wehmeyer, 2010)
Based on the American Psychiatric Associate, “AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and severe than is typically observed in individuals as a comparable level of development” (Turnbull et al, 2010)
Causes of the Attention Deficit- Hyperactivity Disorder
Heredity
Genetic factors cause AD/HD in about 80% of the children and young people who experience AD/HD; children who have as parent or another sibling with AD/HD also have a greater chance of having AD/HD.
Structural Difference in the Brain
Research has also found evidence in the structural and functional differences in the brains of people who have AD/HD, especially in the frontal lobes, cerebellum and basal ganglia. The frontal lobe is responsible for managing emotion, and motor responses; the cerebellum and basal ganglia are central to motor planning, motivation and behavioral inhabition. (Turnbull et al, 2010)
Other Causes
There are also other causes that may occur before during and after birth. There are prenatal factors such as exposure to cigarette smoke, lead, and alcohol during development. Delivery complications can also contribute as well as environmental toxins.
Characteristics of AD/HD
According to Turnbull, Turnbull & Wehmeyer, 2010, Predominantly inattentive type- students must exhibit six or more of the following characteristics:
- Often fails to give close attention to details or makes mistakes in schoolwork work or other activities.
- Often has difficulty sustaining attention in tasks or play activities
- Often does not seem to listen when spoken to directly
- Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
- Often has difficulty organizing tasks and activities
- Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
- Often loses things necessary for tasks or activities
- Is often easily distracted by extraneous stimuli
- Is often forgetful in daily activities
Predominantly hyperactivity-impulsive type must display six of the following characteristics, according to Turnbull et al, 2010:
Hyperactivity
- Often fidgets with hands pr feet or squirms in seat
- Often leaves seat in classroom or in other situations in which remaining seated is expected
- Often runs about or climbs excessively in situation in which it is inappropriate
- Often has difficulty playing or engaging in leisure activities quietly
- Is often “on the go” or often acts as if “driven by a motor”
- Often talks excessively
Impulsivity
- Often blurts out answers before questions have been completed
- Often has difficulty waiting to take turns
- Often interrupts or intrudes on others
Combined type(ADHD)- students who have characteristics of both inattention and hyperactivity- impulsivity.
Intellectual Functioning and Academic Achievement
About 21% of Elementary school students with AD/HD have been identified as having intellectual disability; having a IQ score that is 70 or below. Over 505 of students with AD/HD receive modified tests and accommodations during assessments. They usually score low on standardized tests. They often have impairments associated with motivation, memory and goal oriented behavior- all of which are needed for high academic achievement. About 20% of students with AD/HD are also identified as having a learning disability. These factors all contribute to academic difficulties.
Behavioral, Social and Emotional Characteristics
There is an overlap among AD/HD and emotional or behavioral disorder. Over 40% of students identified with AD/HD are also diagnosed as having oppositional defiant disorder or conduct disorder. And about one third were identified with having anxiety disorder. Students with behavioral, social and emotional characteristics tend to have the following: conflicts with parents, teachers and peers; low self-esteem higher rates of using alcohol and tobacco; increase risk-taking behaviors and significantly higher likelihood of receiving behavior management programs, mental health services, social work services and family counseling. (Turnbull et al, 2010)
Inclusion Ideas
To include students with ADHD into the general education classroom teachers should model acceptance and appreciation for the student. By modeling this behavior other students in the classroom will respond and treat that student it the same level of respect. To improve the quality of work being produced, model good prompting strategies that students can use during peer-tutoring interactions so that students know and see what acceptable work looks like. Offer praises to students for appropriate behavior and ignore minor misbehaviors. Don’t focus only on the negatives but see the positive and encourage those behaviors. Give the student more time to read and understand what he’s reading, provide shorter texts and/or offer a small amount at a time. Allow students the opportunity o display knowledge and understanding through a variety of ways, not just paper and pencil assessment.
To improve social interactions pair students with others who share his interest to open the door to a possible friendship or social acceptance by his peers. Provide opportunity for students to move about, such as a bouncing ball or brain break activities for them to do some kind of physical activity. For those students who are inattentive, seat arrangement is important; seat students away from distracting areas, such as by a window, or the back of a classroom.
ADHD Support/information
The University of Kansas Hospital
3901 Rainbow Blvd.
Kansas City, KS 66160-7220
Phone – 913.588.5000
Us National Library of Medicine
National Center for Biotechnology Information, U.S. National Library of Medicine
8600 Rockville Pike, BethesdaMD, 20894USA