1. MRFerri570
LEARNERS WITH
ATTENTION DEFICIT
HYPERACTIVITY
DISORDER

2. Some questions to help you follow along!
• What is the current definition of Attention Deficit Hyperactivity
Disorder (ADHD)?
• What methods of assessment do professionals use to identify
individuals with ADHD?
• What causes ADHD?
• What are some of the psychological and behavioral characteristics
of learners with ADHD?
• What are some medication considerations for learners with ADHD?
• How do professionals assess the academic, attention, and
behavioral progress of students with ADHD?
• More found on page 169!

3. Myths and Misconceptions About ADHD
• All children with ADHD are hyperactive.
• The primary symptom of ADHD is inattention.
• ADHD is a fad.
• The social problems of ADHD are due to their not knowing how to
interact socially.
• Using medications, such as Ritalin, can easily be a gateway drug to
marijuana and other drugs.
• Students with ADHD should have unstructured learning
environments in order to cater to their learning styles.
• Page 170!

4. The Current Definition of ADHD
• The definition is taken from the
American Psychiatric Association’s
Diagnostic and Statistical Manual
of Mental Disorders.
• The DSM states that there are
three subtypes of ADHD:
• 1. ADHD, Predominantly Inattentive
Type
• 2. ADHD, Predominantly Hyperactive-
Impulsive Type
• 3. ADHD, Combined Type
• Some examples of criteria used to
determine the three subtypes are:
• For attention; trouble paying
attention to details, difficulty
sustaining attention, problems with
organization, and distractible.
• For hyperactivity; fidgeting, leaving
their seat at inappropriate times,
talking excessively.
• For impulsivity; problems awaiting
one’s turn, interrupting others.

5. Identification
• Most professionals agree that there are four components to
diagnosis of ADHD.
• Medical Examination- needed to rule out the possibility of a tumor,
thyroid problem, or seizure disorders.
• Clinical Interview-interview of the parents and child to see their
characteristics in the home setting.
• Teacher and Parent Rating Scales- Conners-3; ADHD Rating Scale-IV.
• Behavioral observations- can be done in the classroom.

6. Causes
• Cause not known exactly, but it is known that evidence links ADHD to
neurological abnormalities.
• The areas of the brain affected the most include the prefrontal lobes,
frontal lobes, basal ganglia, cerebellum, and corpus callosum.
• Prefrontal and frontal lobes: located in the front of the brain and are
responsible for regulating one’s own behavior.
• Basal Ganglia: responsible for the coordination and control of motor
behavior.
• Cerebellum: is only about 10% of the brain, but holds more than half of the
brain’s neurons. Is also responsible for motor behavior.
• Corpus Callosum: connects the left and right hemisphere of the brain,
responsible for the communication between the hemispheres.
• The two neurotransmitters involved are dopamine and norepinephrine.

7. Psychological and Behavioral Characteristics
• Behavioral inhibition: involves the ability to delay a response,
interrupt an ongoing response, and protect a response from
distracting or completing stimuli.
• Problems with behavioral inhibition can be seen in the inability to
wait one’s turn, to refrain from interrupting conversations, or to
resist potential distractions while working.
• Executive functions help a person to self-regulate their behavior.
Individuals with ADHD have deficits in executive functions, such as
inner speech and controlling their emotions. These individuals tend
to get over stimulated and overreact, like one might scream at
hearing a piece of good news.

8. Psychological and Behavioral Characteristics
(cont.)
• Time awareness and management is also a hard concept for
individuals with ADHD.
• Persistent goal-directed behavior is also a characteristic of ADHD, as
individuals with ADHD have poor inhibition and self-regulation.
• Social behavior problems: students with ADHD are quickly
ostracized and are often less liked by their peers, as their peers
think that they are too much too handle, which is a result in the
deficit of self-regulation.
• ADHD coexists with learning disabilities, as well as emotional and/or
behavioral disorders.
• Individuals with ADHD are more likely to experience earlier with
drugs and/or alcohol, but this has no link to the medications they
are on, as some think. This is just a part of the disorder.

9. Classroom Instruction
• Individuals with ADHD often benefit from structured classrooms
with bright visual aids, proximity to the teacher, and clear,
uncomplicated routine.
• Long tasks can be overwhelming for students with ADHD.
• Provide a ‘road map’ for the students, telling them what is to be
expected of the day.
• Demonstrate for the student, especially when working on a
worksheet, as individuals with ADHD have a hard time connecting
the lesson with the review.
• Provide frequent shifts in activity to keep the student’s interest.
• Ensure that the student will be able to do the work,
encouragement.
• Summarize the end of the lesson.

10. Medication Considerations
• Psychostimulants, such as Ritalin and Adderall are often prescribed,
as they stimulate and activate neurological functioning, and
increases the flow of dopamine and norepinephrine in the brain.
• Nonstimulants have also shown a promising effect on individuals
with ADHD, such as Strattera.

11. References
• Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Exceptional
learners: an introduction to special education. (12th ed., pp. 168-199).
Boston, MA: Pearson