add adhd workshop

8/3/2019 Add Adhd Workshop

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ADHD Attention Deficit and

Hyperactivity Disorder or

Hyperkinetic Disorder

David Walker Studio III


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Thinking about ADHD

ADHD is a medical condition which severelyimpacts on the quality of life of the children it

affects and their families or carersAs a person you may feel understandablyfrustrated and annoyed when you work withsomeone with ADHD.

As a professional you must recognise thatADHD is a genuine illness. The child is notmisbehaving on purpose (at least notalways!)


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Areas to be covered

What is ADHD?

Diagnosis

Possible causesPrevalence, myths and reality

ADHD and

Treating ADHD

Working with ADHD

Working with young people with ADHD at Step a

side


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Characteristics Of ADHD

Do not complete tasks

Disruptive

Often off taskImpulsive behaviour

Difficulty focusing

attention

Difficulty

concentrating

Dont listenAre easily distracted

Dont know what is

important

Act immature


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Characteristics Of ADHD

plus

>>>>>>>>>>>>>

Hyperactive

Fidgety

Runs around the roomOverexcited

Blurts out answers

Interferes with others

activities


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Experiencing ADHD

Put yourself in the mind of a person with

ADHD. Its like trying to watch TV whilst

somebody is constantly changing thechannel. A bewildering stream of

changing images, sounds and thoughts.

You cant focus on one thing, because

something new is always distracting you.


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Experiencing ADHD

PROBLEMS WITH

Shifting from one mindset to another

Organisation and anticipating

Planning and goal setting

Working memory receiving, storing and

retrievingDetached emotions from reason

Inhibiting speech and motor behaviour


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Diagnosing ADHD

Although individuals with ADHD can be very

successful in life, without identification and

proper treatment, ADHD may have seriousconsequences, including school failure, family

stress and disruption, depression, problems

with relationships, substance abuse, risk of

accidental injuries and job failure. Earlyidentification and treatment are extremely

important.


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Diagnosing ADHD 2

Starts on early childhood

If it starts after seven it is not ADHD but this

may be changed

Three types ofADHD

ADHD Predominantly inattentive type

ADHD Predominantly hyperactive-impulsivetype

ADHD Combined type


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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 thyroidA medical examination is important to rule out

hearing and vision problems


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Possible causes

AHDH is a complex disorder

Research shows that ADHD runs in families

20 research studies have shown evidencethat ADHD is inherited and therefore primarilygenetic

Low birth weight, prenatal maternal smoking

may be causal factorsPoor parenting does not help but is not acause


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What causes ADHD

MRI scans show that ADHD is projected from the

frontal lobes of the brain

Executive functions are also controlled mainly bythe frontal lobes

Neurotransmitters do not appear to work properly

People with ADHD are normally 3 4 % smaller

than non ADHD. One study showed that peoplewith severe ADHD have smaller frontal lobes


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The reality and myths of ADHD

ADHD is not a real disorder

ADHD is a disorder of childhood

ADHD is over diagnosedChildren with ADHD are over medicated

Poor parenting causes ADHD

Children in care are over-diagnosed withADHD

Girls have lower rates and less severe ADHDthan boys


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Intervention For ADHD

Teamwork is essential! Collaboration is the key to

managing a young person who has been

diagnosed with ADHD.


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Interventions For

ADHD

Structure and organisation

Behavior management and

therapy

Medication: Ritalin or other

Dietary change


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Medical Interventions For

ADHD

Medication information

Between 60% and 90% are treated withmedication mostly Ritalin orAdderall

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


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Medical Interventions For

ADHD

Appropriate dose should help concentration, not

cause drowsiness

Medication will not improve academic or socialskills in the long term

Medication will improve attention and allow

more work to be achieved

Watch for side effects of medicine


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Behavioural Interventions For

ADHD

Effective Carers

Demonstrate commitment to children with specialneeds

Professionals have information about ADHD

Focus on social acceptance and understanding by

peersWork closely with parents to share problems and

concerns


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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 betweenschool and home a checklist

Carers monitors behavior, reinforces good

behavior


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ADHD

Expectations and rules need to be clearly

communicated

All work must be clear and manageableMake 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


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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


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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 techniquesto remember even simple sequences


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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


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Remember

Dont take it personally there is a medicalreason for much of the childs behaviour

A reason is not an excuse ADHD is thereason for unacceptable behaviour but not anexcuse for it.

Keep the child away from distractors even

minor onesProvide legitimate opportunities to bephysically active


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Remember 2.

Try to find a way to allow the child to fidget

squeeze balls

Children with ADHD have difficulty with planningactivities 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


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Remember 3

Improve a childs self esteem by praisingthem in public

Reprimand quietly, one to one and in privateBuddy up with less active and more stablechildren

Have very clear behavioural expectations and

praise whenever possible catch the childbeing good

Make a game out of life and motivate

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