EEC 424

ADHD
10 /6/17

(Willems, M Anna)

By: Anna Willems & Mackenzie Mrkvicka

Types of ADHD:
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Definition- A Every child is a different kind of

condition flower, and all together make this
characterized by world a beautiful garden.
hyperactivity,
impulsivity, and Common characteristics of ADHD:
Daydream a lot
inattention; included Forget or lose things a lot
in the other health Squirm or fidget
Talk too much
impairments Make careless mistakes or take unnecessary risks
Have a hard time resisting temptation
category in DSM-IV- Have trouble taking turns
Difficultly getting along with others
TR.
Running or climbing excessively in situations where it is
inappropriate
(Bryant and Smith, Appearing to be on the go or as if driven a motor
Not remaining seated when expected to do so
2017) (Bryant & Smith, CDC, 2017)
Video of a student who has the disability

Causes
Unfortunately, the causes of ADHD have not been identified. There has been a
break through in research that shows that genetics might be linked as an
important factor. In addition, there are other studies that are identifying other
risk factors. Here are a few other risk factors in study:
Brain injury
Exposure to environmental (e.g., lead) during pregnancy or at a young
age
Alcohol and tobacco use during pregnancy
Premature delivery
Low birth rate
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Misconceptions: Range of Severity and Prevalence/Statistics

According to the American Psychiatric Association, 5% of students are affected
Myth 1: ADHD isnt a by ADHD (Bryant, p.64). ADHD often coexists with other disabilities,
real medical condition. therefore the range of severity and interventions may vary depending on each
students specific needs (Bryant, p.66). Since the federal government does not
require separate reports on students with ADHD, there is not a significant
Myth 2: All kids with
amount of data/reports concerning ADHD prevalence that is current. For
ADHD are hyperactive. example, if s student has a learning disability first, and ADHD as a secondary
disability, their second disability (ADHD) is not reported.
Myth 3: ADHD is the
result of bad parenting. Interventions
As far as addressing interventions in the classroom, routine is very important
Myth 4: Only boys for those of have ADHD, and even those that dont. Giving the students
predictable schedules reduces the amount of triggers or implications throughout
have ADHD. the day. Other things we can do is give students direct instruction, hold our
students to high expectations, and encourage appropriate academic and social
Myth 5: Kids with performance.
Many interventions focus on behavior. For instance, self-monitoring through
ADHD will grow it out.
content areas is one to address behavioral issues.
Here are a few interventions that could be assistive in the classroom in regards
(Morin, 2017) to ADHD:
http://www.interventioncentral.org/behavioral-
interventions/challenging-students/behavior-contracts
http://www.jimwrightonline.com/pdfdocs/cssp_apr_06_wright.pdf
http://www.interventioncentral.org/blog/instruction/how-focus-students-
adhd-through-antecedent-teaching-strategies-cuing

What does it feel like to have ADHD?

Experience it! Click the link and see what its like to experience attention issues
on a daily basis:
https://www.understood.org/en/tools/through-your-childs-
eyes/player?simq=66dc223a-29e3-4956-ae1e-
e7b1beff3584&standalone=true&simulation=true
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Resources for
Parents
https://www.underst
ood.org/en

http://kidshealth.org
/en/parents/?search
=y&getfields=subjec
t.description&q=lea
rning+disability&sit
e=kh&client=ms_p_
en&output=xml_no
_dtd&gsaRequestId
=7457070404200936
186&filter=0&WT.a
c=msh-p-dtop-en-
search

National
Organizations

CHADD- The National

Resource on ADHD
www.understood.org