This document provides information about ADHD (attention deficit hyperactivity disorder). It discusses that ADHD is a brain condition that makes it difficult for children to control their behavior. While the exact causes are unclear, it is linked to genetics. There are three main types of ADHD: inattentive only, hyperactive/impulsive, and combined. Symptoms include inattention, hyperactivity, and impulsivity. ADHD often co-occurs with other conditions like learning disabilities, anxiety, depression, and oppositional defiant disorder. The document discusses assessments, classroom strategies, myths, and positive aspects of children with ADHD.

1. ADHD By Danielle Krucker Music by Pat Kelly

2. What is ADHD Attention deficit hyperactivity disorder is a condition of the brain that makes it difficult for children to control their behavior. ADHD is a neuro-psychiatric (behavioral) condition. Doctors and researchers are still unclear of what causes ADHD but they do have evidence linking it to a genetic disorder. Children with ADHD usually have a close relative with the same disorder. Cigarette smoking during pregnancy, premature delivery, low birth weight and injuries to the brain are all contributing factors to this disorder. Research has indicated that children with ADHD do not produce enough chemicals that control organized thought. These chemicals called Neurotransmitters are responsible for sending messages between nerve cells in the brain. The neurotransmitter dopamine stimulates the brains attention centers. So, a person with low amounts of this chemical may show symptoms of ADHD.

4. Symptoms of ADHD Hyperactivity Is in constant motion, as if "driven by a motor” Cannot stay seated Frequently squirms and fidgets Talks too much Often runs, jumps, and climbs when this is not permitted Cannot play quietly Impulsivity Frequently acts and speaks without thinking May run into the street without looking for traffic first Frequently has trouble taking turns Cannot wait for things Often calls out answers before the question is complete Frequently interrupts others Inattention Often has a very hard time paying attention, daydreams Does not listen Is easily distracted from work or play Does not seem to care about details, makes careless mistakes Frequently does not follow through on instructions or finish tasks Is disorganized Loses important things such as homework Often forgets things Avoids doing things that require ongoing mental effort

7. Myth #3: Kids with ADHD choose to be difficult, they could behave better if they wanted to

8. Myth #4: Kids will eventually grow out of ADHD

9. Myth #5: Medication is the best treatment option for ADHD

10. Myth#6: Only boys have ADHD

11. Myth#7: Bad Parenting

13. Surprising Facts Out of 100 People with ADHD 40 have tried alcohol at an early age 25 will repeat at least one grade 30 have engaged in theft 75 have interpersonal problems 52 are abusing drugs and alcohol 20 have set fires 25 will be expelled from high school for misconduct Studies show that approximately 50% of inmates have been found to have ADHD People with ADHD have a higher percentage of motor vehicle accidents, speeding tickets, citations for driving without a license, suspended or revoked licenses, medical visits, and emergency room visits Parents of ADHD children divorce three times more often than the general population Teenagers with ADHD are six times more likely to have adversarial contact with the law and five times more likely to spend time in a juvenile justice facility Between 40% and 59% of the children diagnosed with ADHD will eventually develop behaviors that meet the criteria for a diagnosis of oppositional defiant disorder Studies have found that nearly 40% of all cocaine and opiate abusers meet the diagnostic criteria for ADHD

14. Assessment

16. Provide step by step directions orally and in print

17. Work on the most difficult concepts early in the day

18. Simplify instructions and give directions to one assignment at a time instead of directions to multiple tasks all at once

19. Help students manage time by using egg timers and daily activity schedules

20. Vary the pace and type of activity to maximize the student’s attention

21. Assign classmates to help student stay on task

22. Have students evaluate their own work so they can correct their own mistakes

23. Monitor and modify instruction if student is having a difficult time

24. Use audiovisual materials and AT devices

26. Verbal reinforcement through praise Immediate, sincere and consistent praise increases the chances of positive behavior Provide constant feedback with detailed explanation telling the student what they did right and discuss why their behavior was appropriate when rewarding good behavior Effective teachers should consistently praise children with ADHD by looking for behavior to praise before they get off task Behavior Management Techniques

27. Reward Systems Motivate students by using token economy and/or tangible rewards Teachers can set goals for behavior based on time on task and academic performance. Children can earn or lose points depending on whether they completed an assignment on time. After earning a considerable amount of points, the student can receive a reward such as extra time on the computer or receive a prize Self-Management System Allow student to self monitor, record and reward their own behavior. Tape a behavior chart to the students desk.The chart can have a happy or sad face that also includes anumber rating scale. These charts allow students to recognize their own behaviors and teach them to face their own positive or negative consequences. Behavior Management Techniques

28. Collaboration

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