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ADHD

Amanda Hafner

Professor Yochim

Inclusive Education for P-3

March 26, 2019

Attention Deficit Hyperactivity Disorder

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I chose to write my paper on ADHD because out of all of the disabilities we

learned about this one interested me the most. Having the career, I have, and

working in many, many, daycares I have had children with ADHD. I always found it

interesting when parents would apologize to me, saying how their child is a handful

and has ADHD because I never saw any child that way. I understood that the child

may need special help, as well as extra attention but that doesn’t mean that they

are or should be looked at as a burden, or less.

Attention deficit hyperactivity disorder “is a chronic condition marked by

persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in

childhood and often lasts into adulthood. As many as 2 out of every 3 children with

ADHD continue to have symptoms as adults.” (Bhandari) ADHD is not always

diagnosed right away because adults, or parents will say that the child is just being

a child. Children are hyperactive, especially boys they have almost endless amount

of energy and this is why it is important to know the difference between when the

child is just being a child and hyper, and when they should be tested for ADHD.

There are certain criteria that must be met for ADHD, but only trained health care

providers can diagnose, or treat ADHD.

There are two types of ADHD, type 1 which is inattention and type 2 which is

Hyperactivity and impulsivity. For type 1 six or more symptoms must occur for

children up to the age of sixteen, or five or more must occur for adults seventeen or

older. All of the symptoms must be present for at least six months, this rule is put in

place because something can always be seen as just a phase or just be happening

because of something the child or adult is going through at the time. Something as

in a new environment, new job, new school, change in family dynamics, etc. Some

of the symptoms that must be present are, “often fails to give close attention to
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detail and makes careless mistakes in schoolwork, at work, or with other activities.

Often has trouble holding attention on tasks or play activities, often does not seem

to listen when spoken too directly and is easily forgetful and distracted.” (Durston)

For type 2 which is hyperactivity-impulsivity the requisites are that for the

children up to the age of sixteen, they need six or more symptoms, and for adults

17 or older they must present five or more. These also must be present for at least

6 months, so much to an extent that it ends up being disruptive to the persons

everyday life. Some of the symptoms that must be present are, “often fidgets with

or taps hands or feet, leaves seat in situations when remaining seated is expected,

unable to play or take part in leisure activities quietly and talks excessively.”

(Durston) Some of these may just seem like normal traits that any person or child

may have, but when it gets to the point where these things become disruptive and

inappropriate that is when you should ask for help. There are three presentations of

ADHD that can occur, the first one is combined presentation which is when enough

of the symptoms and criteria in both are there and have been present in the last six

months. The second is predominantly inattentive presentation which is when they

have enough symptoms of only inattention; and the third is predominantly

hyperactive-impulsive presentation which is when only the symptoms of

hyperactivity-impulsivity are present.

The symptoms of ADHD have been shown to permeate a child's

performance across multiple settings as in at home, school, sports, and etc. This

results in having long-term effects on their academic performance and social

development. Studies have also shown that children with ADHD are more likely to

be irritable, impatient, and aggressive. Families who have children with ADHD often

experience higher levels of parental stress and frustration, divorces, and social
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isolation. “It has been estimated that 50% of childhood ADHD cases will persist into

adolescence and adulthood making it a chronic lifetime condition for many. “

(Meyer). I also know from personal experience that sometimes when parents are

filling out these forms for their child, filling out symptoms checking off boxes that

they themselves discover wow, I have this too.

ADHD is a genetic disability, in other words it runs in the family. This usually

makes it easier for the adult if they are diagnosed because then they know what to

look for in their child and then they themselves can decide what they want to do

about it. “Previous studies have found that children diagnosed with ADHD on

average attain 2.2 to 2.5 years less schooling than non-ADHD peers do, and 25

percent of students with ADHD drop out of high school” (Durston) This does not just

affect them academically but it can affect their home life, how they behave and how

they behave at their sports or clubs. There even are instances when the child will

meet the credentials, but they are only acting this way at home or only acting this

way at school. When it comes to this, this means that the problem lies within the

environment and not the child. In this case there are many things that can be done

to help the child and changes to be made in the environment so that the behavior

does not continue. Even if the child does have ADHD there are changes that can be

made in the classroom that is not distracting for the other children that can help the

child not stay still but stay quietly in their area throughout the day. This could

include changes in the classroom such as yoga balls, bungee cords on the desk, and

bean bags.

ADHD can be helped with a list of medications in types of stimulants, and

non- stimulants. With stimulants there are short-term stimulants and long-term

stimulants, for short-term stimulants they peak after several hours and must be
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taken 2-3 times a day. Long acting stimulants last around 8-12 hours and are usually

taken only once a day. These have common side effects that can be severe enough

for parents to not allow their children to even take ADHD medication in the first

place. These stimulants have side effects such as having trouble sleeping, upset

stomach, mood swings, depression, and they can even cause personality changes.

Some people on this medication say they become withdrawn, develop OCD, become

rigid and listless. Those are not the worst of it though, stimulant medication safety

concerns are effects on the developing bran, heart-related problems, and

psychiatric problems. Another option is non-stimulant medications for ADHD, these

are usually recommended when stimulants haven’t worked or when they caused

bad side effects. Stimulants affect dopamine, but the non-stimulants like Strattera

boots the levels of a different brain chemical which is longer lasting, and it acts as

an anti-depressant, so it helps when it comes to depression and anxiety. All

medication effects different people in different ways, so it is really up to the parent

and the child or the adult who has been diagnosed to decide what works better for

them. Something I have learned is that it takes trial and error, and if not, everyone

is supportive of the decision it can have a negative effect on the child. It is

extremely important that everyone is on the same page especially when it comes to

medication. Medication is not the only treatment option, especially when it comes to

young children there are things in the child’s environments, diet, and sleeping

schedule that can always be improved and help with the child and their symptoms.

When diagnosing a child or adult with ADHD there are steps that have to be

involved, when it comes to an adult, they will ask someone who is around them a lot

to fill out the form for them to check off the symptoms that occur with them. They

will ask someone like their spouse, or boss. With children they have a parent fill it
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out, along with for elementary two teachers in two different subjects and maybe a

coach if they do any sports. For a middle school they would normally have a parent,

and one teacher along with a coach if they do a sport. This is important because its

crucial to see if the child is acting this way at school, and outside of school as well.

This paperwork would then be given to a pediatric doctor and only they can

diagnose it. ADHD is a disability but children with it are not given an IEP

(Individualized Education Plan). Instead they are given a 504 plan, because ADHD

does not directly affect their academics.

ADHD is a behavioral and social disability, and while it can and may affect their

academics it doesn’t directly so the child can’t be given an IEP. A 504 plan is by

definition “a plan developed to ensure that a child who has a disability identified

under the law and is attending an elementary or secondary educational institution

receives accommodations that will ensure their academic success and access to the

learning environment.” (Burgstahler) The difference between a 504 plan, and an

individualized learning plan is that an IEP is more of specialized instruction for the

child and is more towards social and behavioral so there isn’t specific

accommodations needed for them in education, for IEPS there is. It is important for

your child to have a 504 plan because ADHD will affect them academically, and this

can lead to them having low self- esteem or acting out, so you want to try to make

school an enjoyable place for them. “504 plans differ from IEPs, or Individualized

Education Plans, which specify special education services such as speech therapy or

specialized curricula. 504 plans are not for services but rather accommodations that

permit students with disabilities to participate in the regular curriculum.”

(Chenoweth)
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504 plans are put in place for a good reason, and when you have a child or

even an adult with ADHD it is important to do what you can to see the child as just a

child and not as a disability. ADHD has many symptoms and can affect all children in

many different ways so it’s important to realize that. There will be adjustments that

should be made not only in the classroom, but at home too. This is a behavioral and

social disability that does require attention and is something that has to be worked

on for the child to be able to even have friends and a good social life, as this is so

important especially when they are growing up and going through puberty. A child

with this disability is not a burden and is not a problem child just a child who

requires extra attention and that is not the worst thing. This is a disability that can

be easily helped, and that with some adjustments the child can go on to live a very

happy, and successful life.

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Bibliography

Bhandari, Smitha. “Attention Deficit Hyperactivity Disorder (ADHD) in Children.”

Understandig the Basics of ADHD, 11 July 2017, www.webmd.com/add-

adhd/childhood-adhd/understanding-adhd-basics. Accessed March 26, 2019.

Burgstahler, Sheryl. “What Is the Difference between an IEP and a 504 Plan?” What

Is the Difference between an IEP and a 504 Plan? | DO-IT, DO-IT, 28 June 2017,

www.washington.edu/doit/what-difference-between-iep-and-504-plan. Accessed

March 26, 2019

Chenoweth, Karin. “More schools need a 504 plan of attack” EBSCOhost, March 4,

2014. http://web.b.ebscohost.com/ehost/detail/detail?vid=1&sid=2e93d2d1-aeb8-

4f0e-bdc1-848f3a9a35f8%40pdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ

%3d%3d#AN=WPT341684607004&db=bwh Accessed March 26, 2019.

Durston, Sarah. Neurolmage; Amsterdam Vol. 53 Issue 3, (November 15, 2010)

https://search.proquest.com/docview/1506848022?pq-origsite=summon Accessed

March 26, 2019.

Meyer, Hal. “DSM-5 Criteria for ADHD.” ADD Resource Center, DSM-5, 8 Aug. 2018,

www.addrc.org/dsm-5-criteria-for-adhd/. Accessed March 26, 2019