adhd bridget connolly. adhd- diagnosis-criteria-symptoms attention deficit hyperactivity disorder is...
Post on 04-Jan-2016
218 Views
Preview:
TRANSCRIPT
ADHD Bridget Connolly
ADHD- Diagnosis-Criteria-Symptoms
Attention Deficit Hyperactivity Disorder is a neurobehavioral disorder characterized by pervasive inattention and/or hyperactivity-impulsivity and resulting in significant functional impairment.
Predominately Inattentive Hyperactive-Impulsive Combined Type
This is a picture of a comparing the brain of an ADHD child and a non-ADHD child (PET scan) http://www.adhd.org.nz/neuro1.html
Diagnostic Criteria of ADHD
6 symptoms of inattention and/or 6 symptoms of hyperactive-impulsive behavior (high frequency)
At least 6-month duration of symptoms Onset of symptoms before age 7 Symptoms occur across two or more settings Symptoms have a significant negative impact on
social, academic, or occupational functioning Another psychiatric disorder (e.g. autism, mood
disorder, anxiety disorder, psychotic disorder) is not the primary cause of symptoms
DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition)
Common Symptoms for ADHD- Predominately Inattentive
Avoids tasks that require sustained attention Daydreams (tends to stare into space) Delays initiation or completion of tasks Has difficulty listening to or following instructions Does not pay close attention to details Displays inconsistent academic performance Forgets or loses materials Demonstrates a slow speed of cognitive processing
(www.CHADD.org)
Common Symptoms for ADHD- Hyperactive-Impulsive
Acts before thinking Begins work before
directions are given Has difficulty delaying
gratification Makes careless mistakes in
schoolwork Does not wait turn in
games or activities Engages in
risk-taking/dangerous behavior
Grabs things from others Interrupts or intrudes on
others Blurts out comments in
class
Runs or climbs excessively Has difficulty remaining
seated Fidgets with nearby objects Taps pencil, feet, or fingers Shifts position in seat
frequently Talks excessively Experiences rapid changes in
mood Overreacts to negative
situations
(www.CHADD.org)
Prevalence Estimates ADHD-Predominately Inattentive Type
-1.3% of school-aged children are diagnosed- ratio for boys to girls = 1:1
ADHD- Hyperactive-Impulsive Type- most children identified are of preschool age
ADHD- Combined Type- ~4% of school-aged children are diagnosed- ratio for boys to girls = 3:1
(www.CDC.org)
Associated Problems ~80% have achievement problems ~20–40% are diagnosed with learning disabilities (more common with ADHD- Inattentive) ~40% exhibit oppositional behavior in childhood (more common with ADHD- Combined) ~65% exhibit oppositional behavior as adolescents (more common with ADHD- Combined) ~25% engage in antisocial behavior (truancy,
physical aggression, stealing- most often ADHD- Combined)
~50% have impaired social relationships ~25% experience co-morbid emotional disorders
(www.CDC.org)
ADHD in Schools As an adolescent, a student may display any
of the following characteristics:- Displays poor organizational skills- Underachieves academically- Exhibits impulsive or risk-taking behavior- Engages in temper outbursts
- Sometimes experiences legal difficulties
School-Based Assessment of ADHD Symptoms
PURPOSE To gather information for a potential
medical diagnosis To determine the extent to which
attentional problems are interfering with a child’s academic, affective, and social needs
To perform a functional analysis of target behaviors for intervention
Assessment Methods Parent and teacher interviews
Information should be obtained from multiple adults
Standardized behavior rating scales Provides a normative perspective to assist in
determining symptom severity
Direct observation Systematic on-task observation and
assessment of environmental and instructional variables
ADHD Treatment -Ineffective Interventions
Herbal supplements/vitamins Biofeedback-although there is growing
research regarding its effectiveness with ADHD, depression and anxiety
Elimination diet (unless there is a sensitivity to food)
Caffeine (may work in short run, but in long run decreases blood flow to brain)
(www.adhd.com)
ADHD Treatment -Effective
Interventions Comprehensive Treatment Approach
Education/Parent Support Groups Medication Behavior Management at Home & School Counseling--Individual & Family Social Skills Training School and Home Support Strategies Physical Activity
(www.CHADD.org)
ADHD MedicationsEffective for 70-90%
(www.adhdnews.com)
Stimulants
Ritalin Dexedrine Adderall Concerta Cylert
Stimulant Side Effects Decreased appetite Weight loss Growth inhibition Insomnia/sleep disturbance Irritability/weepiness Abdominal pain Headaches Dizziness/drowsiness Tics
(www.adhdnews.com)
ADHD: Treatment in Schools Behavior Management
Clear, simple rules & consequences Consistency Eliminate emotion, talking/arguing Giving directions--get attention, be firm, have
repeat back to you, give time limits Visual reminders Break down assignments and homework Keep on task with timer, stop-watch
Behavior Management, cont.
Encouraging Good Behavior
Immediate Feedback, Frequent Rewards/Incentives & Praise
Frequent Change in Reward (Mystery Motivator) Immediate Consequences for Selected Behavior (time-out,
loss of privilege or points)- make them predictable Positive Rewards Before Consequences Priorities--Choose Battles Don’t Personalize Problems Provide clear expectations for appropriate behavior
Post classroom rules Use behavior contracts as needed
Provide specific and frequent verbal feedback Name the specific behavior that was performed well
or should be performed Use if/then statements
If you continue to …, then… Provide brief, matter-of-fact redirections
Suggested Classroom Modifications
Provide preferential seating Give only one or two-step directions at a time Break assignments down in to smaller
segments Use a timer to monitor/ improve timely work
completion Vary instructional style and incorporate
opportunities for active participation Minimize visual distractions Ensure a correct match between the difficulty level of the curriculum and the student’s
abilities Establish non-verbal communication
Parents & Teachers Working Together
Communication Weekly or daily progress reports Assignment notebooks signed by both Phone calls/e-mail Checklists
Homework support Regular time Quiet place Break down assignments/Set timer Breaks--physical activity Materials available Monitor closely & reward good homework behavior Check assignment books regularly
(www.CHADD.org)
ADHD and 504 ADHD and IDEA Consider a 504 plan for
the student who has a medical diagnosis of ADHD and:
Needs regular, ongoing general ed modifications or
Needs regular positive behavioral support or
Takes medication at school
Can a student with ADHD have an IEP? OHI Category Significant impact on
classroom performance Consider if:
Student demonstrates competency on criterion tests, but has failing grades
Student does not have a diagnosable processing disorder at the root of failure
Ongoing general ed modifications are not providing enough support for successful access to the curriculum
Behavior Intervention Plans Describe the target behavior and its severity Describe the function of the target behavior Clearly describe the desired positive behavior Identify how the environment can be changed
to decrease negative behavior Identify reinforcers to maintain positive
behavior Describe the method for monitoring the
behavior plan and who will be responsible
Resources ADDA (Attention Deficit Disorder Association)
www.add.org
ADHD News – Drug Side Effectswww.adhdnews.com
Behavioural Neurotherapy Clinicwww.adhd.com
Center for Disease Control (Attention Deficit-Hyperactivity Disorder) www.cdc.gov/ncbddd/adhd/
CHADD (Children and Adults with Attention Deficit Disorder)www.chadd.org
LIDA (Learning Disabilities Association) www.ldanatl.org
National Resource Center on ADHD www.help4adhd.org
top related