Date post: | 26-Dec-2015 |
Category: |
Documents |
Upload: | shanon-brown |
View: | 215 times |
Download: | 0 times |
ADD and ADHDADD and ADHDADD and ADHDADD and ADHD
Joyce A. Hill, Ph.D.Joyce A. Hill, Ph.D.New Mexico State University—AlamogordoNew Mexico State University—Alamogordo
Colleen M. Hill, B.A.Colleen M. Hill, B.A.
Definitions• ADHD—3 types
predominantly inattentive typepredominantly hyperactive-impulse typecombined type
• OHI—other health impaired: this is the category that children can be given special education services
Diagnostic Criteria: DSM—diagnostic and statistical manual of mental
disorders
• 6 or more symptoms of inattention OR hyperactivity-impulsivity that have persisted or at least 6 months to a degree that is maladaptive and inconsistent with developmental level
• Symptoms present before age 7• Impairment in 2 or more settings• Clear evidence of clinically significant
impairment in social, academic, occupational functioning
• Symptoms not part of another diagnosis
Myths• Careful research has shown that
sugar DOES NOT cause hyperactivity• Television and video games are NOT
linked to hyperactivity• A diet free of food colorings and
additives is not beneficial• ADHD disappears in adulthood—
2/3rds continue to have the condition• ADHD is a fad—reports of cases back
to mid 19th century
Current Research Evidence
• Some indication that ADHD results from neurological dysfunction rather than actual brain damage
• Abnormalities in frontal lobes, basal ganglia, cerebellum
• Neurotransmitter abnormalities (chemicals that help in the sending of messages between neurons)
Current Research Evidence
• Abnormal levels of dopamine • Some toxins related, exposure
to lead, abuse of alcohol
• Strong hereditary basis
Behavioral CharacteristicsRussell Barkley’s Model
• Limitations in behavioral inhibition withholding a response, protecting a
response from interruption• Limitations in executive functions self-directed behaviors such as
working memory, inner speech, emotional control, analyzing problems
• Limitations in goal-directed behaviorfocus on task, persistence, longer time
frames
Meeting needs…What research says.
• Allow time between asking a child to do or say something and expecting a response
• Avoid overloading working memory by limiting number of steps in directions, explains, etc.
• Create routines for transitions• Prepare children in advance for
changes
Meeting Need… More strategies
• Planning: Divide instructional sequence into meaningful chunks
• Clearly Introduce: Let children know the objectives for the day
• Modeling: Model steps of instructions, lessons
Behavior Helpers
• Frequent breaks• Behavior charts kept by child• Cue charts and reminders on desk• Posted charts of everyday routines• Prepare the child ahead of time for
changes in routines, or special events
• Visuals to cue working memory
The Medication The Medication ControversyControversy
The Medication The Medication ControversyControversy
Frequent Questions…• What are some common
stimulant medications available for children with ADHD?
• What are possible side effects of stimulant medication?
• Does stimulant medication help or harm a child?
• Alternative treatments for children with ADHD
Common Stimulant Medications…
• Ritalin• Adderall• Dexedrine• Concerta• Strattera
Potential Side Effects• Insomnia
• Dry mouth
• Nausea
• Loss of appetite
• Headaches
• Jitteriness
• Increased blood pressure
• Growth suppression
How Does Stimulant Medication Harm
Children?• Some children never fully
stop taking their medication
• Side effects for adults are worse
• Children become lethargic
• Medication alone does not do the trick
How Does Stimulant Medication Help
Children?• Enhanced response
inhibition• Enhanced item recall• Enhanced
performance of paired associate learning tasks
Alternative Treatments• Behavior modification• Parent education• Management training• Classroom
environment manipulations
• Motivational training
References• Chelonis, J. J., Edwards, M. C., Schulz, E. G., & Baldwin, R. B. (2002).
Stimulant medication improves recognition memory in children
diagnosed with attention deficit/hyperactivity disorder. Experimental
and Clinical Psychopharmacology, 10(4), 400-407.
• Diller, L. H. (1996). The run on Ritalin: Attention deficit disorder and
stimulant treatment in the 1990s. In M.A. Byrnes (Ed.), Taking sides:
Clashing Views on controversial issues in special education (pp. 305-
313). Boston, MA: McGraw/Dushkin.
• Hallahan, D.P., & Kauffman, J. M. (2003). Exceptional learners. Boston:
Allyn and Bacon.