adhd - attention deficit/ hyperactivity disorder
DESCRIPTION
ADHD - Attention Deficit/ Hyperactivity Disorder. Disability Information Session UC Clermont April 28, 2009. Exercise. ADHD Self-Report Scale Misunderstood Minds (I need 2 volunteers…) Visual Distraction Exercise Auditory Distraction Exercise Try these yourself at: - PowerPoint PPT PresentationTRANSCRIPT
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ADHD -ADHD -Attention Deficit/ Attention Deficit/
Hyperactivity DisorderHyperactivity Disorder
Disability Information SessionUC Clermont
April 28, 2009
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ExerciseExerciseADHD Self-Report Scale
Misunderstood Minds (I need 2 volunteers…)
Visual Distraction ExerciseAuditory Distraction Exercise
Try these yourself at: http://www.pbs.org/wgbh/misunderstoodminds/
attentionbasics.html
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Diagnostic ConsiderationsDiagnostic ConsiderationsDSM-IV-TR is used to make formal
diagnosisDiagnosis should only be made
by a qualified health professional or physician experienced with ADHD
Educational institutions should not be making this diagnosis or telling students they have ADHD!
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3 Major Categories of 3 Major Categories of ADHDADHDPrimarily Inattentive Subtype. The
individual mainly has difficulties with attention, organization, and follow-through.
Primarily Hyperactive/Impulsive. The individual mainly has difficulties with impulse control, restlessness, and self-control.
Combined Subtype. The individual has symptoms of inattention, impulsivity, and restlessness.
Intensity of symptoms range from mild to severe.
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Diagnostic ConsiderationsDiagnostic ConsiderationsFemales are typically inattentive
type and males are typically hyperactive/impulsive or combined type.
ADHD mimics many other disorders which should be ruled out before making a diagnosis. This makes it problematic to properly diagnose.
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Treatment OptionsTreatment OptionsMedication (17 known to help
with ADHD)*Stimulant vs. non-stimulant
meds*Short-acting vs. long-acting
Behavioral TherapyMedication combined with
Behavioral Therapy (*Most successful treatment)
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To Medicate or Not To Medicate or Not Medicate: That is the Medicate: That is the Question…Question…Stigma towards medicationSide effects of medication (poor
appetite/weight loss/sleep disturbance/irritability)
Changes in dosing needed due to body’s tolerance to medication, growth in children)
Some people feel it prevents creativity
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Co-Morbid ConditionsCo-Morbid ConditionsDisruptive Disorders (Conduct
Disorder, Oppositional Defiant Disorder)
Mood Disorders (Bipolar Disorder, Depression)
Anxiety DisordersTics/Tourettes SyndromeLearning Disabilities
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What Does the Research What Does the Research Say?Say?ADHD affects approximately 5-8% of
school-aged children. 60% of these children will have symptoms that persist into adulthood – 4% of adult population (www.chadd.org).
You cannot “outgrow” ADHD. If you have a mild form, you can develop strategies to manage symptoms more effectively.
UCC 37/131 students enrolled with primary code of AD for 09S. Many of these students have another diagnosis.
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Educational ImplicationsEducational ImplicationsAcademic vs. PersonalAcademic issues include poor
time management and organization; poor study skills; and difficulty with reading
Personal issues include difficulty with social skills; high levels of frustration; sleep disturbance; and procrastination
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Educational ImplicationsEducational ImplicationsStudents frequently suffer from
poor self-esteem because they have always struggled with school.
Faculty may think these students are unmotivated or lazy.
Executive functioning difficultieshttp://www.chadd.org/AM/Template.cfm?
Section=Especially_For_Adults
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Common Common AccommodationsAccommodationsExtended Testing Time (Tests &
Quizzes)Distraction-Reduced EnvironmentReaderNotetakerTape RecorderAlternate TextAssistive Technology
*Inspiration*Kurzweil
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Successful StrategiesSuccessful StrategiesUsing a calendar system (paper
or electronic)Highlighting syllabus (especially
for due dates)Weekly meeting (check-in with
advisor to help stay on track)ADHD Coaching
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What Can Faculty Do?What Can Faculty Do?Offer variety in your delivery of
material. Plan a lecture one class and group work the next class.
Offer a mix of assessment styles on tests. Combine multiple choice/short answer/essay questions to keep things interesting.
Allow students to move around the classroom, chew gum, doodle, etc. This will often provide the necessary input needed to re-adjust their nervous system.
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ResourcesResources http://www.nimh.nih.gov/health/publications/
attention-deficit-hyperactivity-disorder/complete-
index.shtml
www.chadd.org
http://www.additudemag.com/