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    Attention Deficit Disorder

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    Sebastian Saputra
    Attention Deficit Hyperactivity Disorder (ADHD) is a condition where it is difficult for children to control their behavior and pay attention. Approximately 3-5% of children in the US have ADHD, meaning there is likely at least one child with ADHD in a classroom of 24-30 students. While ADHD is not a learning disability itself, it can qualify a student to receive special education services. There are three subtypes of ADHD recognized by professionals based on levels of inattention, hyperactivity, and impulsivity. Other disorders like Tourette Syndrome, oppositional defiant disorder, or conduct disorder sometimes accompany ADHD as well.

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    Attention Deficit Disorder

    Uploaded by

    Sebastian Saputra
    32 views2 pages
    Attention Deficit Hyperactivity Disorder (ADHD) is a condition where it is difficult for children to control their behavior and pay attention. Approximately 3-5% of children in the US have ADHD, meaning there is likely at least one child with ADHD in a classroom of 24-30 students. While ADHD is not a learning disability itself, it can qualify a student to receive special education services. There are three subtypes of ADHD recognized by professionals based on levels of inattention, hyperactivity, and impulsivity. Other disorders like Tourette Syndrome, oppositional defiant disorder, or conduct disorder sometimes accompany ADHD as well.

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    Attention Deficit Hyperactivity Disorder (ADHD) is a condition where it is difficult for children to control their behavior and pay attention. Approximately 3-5% of children in the US have ADHD, meaning there is likely at least one child with ADHD in a classroom of 24-30 students. While ADHD is not a learning disability itself, it can qualify a student to receive special education services. There are three subtypes of ADHD recognized by professionals based on levels of inattention, hyperactivity, and impulsivity. Other disorders like Tourette Syndrome, oppositional defiant disorder, or conduct disorder sometimes accompany ADHD as well.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views2 pages

    Attention Deficit Disorder

    Uploaded by

    Sebastian Saputra
    Attention Deficit Hyperactivity Disorder (ADHD) is a condition where it is difficult for children to control their behavior and pay attention. Approximately 3-5% of children in the US have ADHD, meaning there is likely at least one child with ADHD in a classroom of 24-30 students. While ADHD is not a learning disability itself, it can qualify a student to receive special education services. There are three subtypes of ADHD recognized by professionals based on levels of inattention, hyperactivity, and impulsivity. Other disorders like Tourette Syndrome, oppositional defiant disorder, or conduct disorder sometimes accompany ADHD as well.

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    © All Rights Reserved
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    of 2

    Attention Deficit Disorder/Attention Deficit

    Hyperactivity Disorder (ADD/ADHD)


     

    Attention Deficit Hyperactivity Disorder is a condition that becomes apparent in some


    children in the preschool and early school years. It is hard for these children to control their
    behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have
    attention deficit hyperactivity disorder (ADHD), or approximately 2 million children in the
    United States. This means that in a classroom of 24 to 30 children, it is likely that at least one
    will have ADHD.

    ADHD is not considered to be a learning disability. It can be determined to be a disability


    under the Individuals with Disabilities Education Act (IDEA), making a student eligible to
    receive special education services. However, ADHD falls under the category “Other Health
    Impaired” and not under “Specific Learning Disabilities.”

    Many children with ADHD – approximately 20 to 30 percent – also have a specific learning
    disability.

    The principle characteristics of ADHD are inattention, hyperactivity, and impulsivity.


    There are three subtypes of ADHD recognized by professionals. These are the
    predominantly hyperactive/impulsive type (that does not show significant inattention); The
    predominantly inattentive type (that does not show significant hyperactive-impulsive
    behavior) sometimes called ADD; and the combined type (that displays both inattentive and
    hyperactive-impulsive symptoms).

    Other disorders that sometimes accompany ADHD are Tourette Syndrome (affecting a very
    small proportion of people with ADHD); oppositional defiant disorder (affecting as many as
    one-third to one-half of all children with ADHD); conduct disorder (about 20 to 40% of
    ADHD children); anxiety and depression; and bipolar disorder.

    *National Institute of Mental Health, 2003

    Signs and Symptoms

     Fails to give close attention to details or makes careless mistakes


     May have poorly formed letters or words or messy writing
     Has difficulty sustaining attention in tasks or play activities
     Does not follow through on instructions and fails to finish schoolwork or chores
     Avoids or strongly dislikes tasks (such as schoolwork) that require sustained mental
    effort
     Forgetful in daily activities
     Has difficulty organizing tasks and activities
     Loses things necessary for tasks or activities (pencils, assignments, tools)
     Shows difficulty engaging in leisure activities quietly
     Acts as if “driven by a motor” and cannot remain still
     Blurts out answers to questions before the questions have been completed, often
    interrupts others

    Strategies

     Allow a child to change work sites frequently while completing homework or


    studying
     Assign tasks involving movement such as passing out papers, running errands,
    watering plants
     Use music as a tool for transitioning, song = task
     Vary tone of voice: loud, soft, whisper
     Stage assignments and divide work into smaller chunks with frequent breaks
     Teach students to verbalize a plan before solving problems or undertaking a task
     Permit a child to do something with hands while engaged in sustained listening: stress
    ball, worry stone, paper folding, clay
     Use inconspicuous methods such as a physical cue to signal a child when she or he
    tunes out
     Provide opportunities for student to show divergent, creative, imaginary thinking and
    get peer recognition for originality
     Employ multi-sensory strategies when directions are given and lessons presented

    Excerpted from the LDA of California and UC Davis M.I.N.D. Institute “Q.U.I.L.T.S.”
    Calendar 2001-2002

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