Introducing Cheryl:

A child with AD/HD

Presented by: Team Side Track
 Introducing Cheryl
Our presentation will include:
2. An explanation of AD/HD
3. Symptoms and behaviors of AD/HD and
how it affects children differently
4. What services and supports are available
for parents and educators
 Cheryl’s Diagnosis
 Cherylhas been diagnosed with AD/HD: a
neurological condition that affects her
behavior, thoughts and emotions.

 This
means that Cheryl has a medical
condition, not a learning disability.
What is AD/HD?
 Cheryl’s Diagnosis
 Cheryl’s parents had to observe her
symptoms for 6 months before she was
officially diagnosed.
 A grueling procedure was required for
Cheryl’s parents. An evaluation was
recommended to include:
– A thorough medical and family history.
– A general physical and neurological exam.
– A comprehensive interview with her parents,
Cheryl, and Cheryl’s teacher(s).
 Cheryl’s Diagnosis
– Standardized screening tools for ADD / ADHD.
– Observation of Cheryl.
– A variety of psychological tests to measure
– Cheryl’s IQ and social and emotional
adjustment.
 Diagnosis
 To be diagnosed with AD/HD, people (adults and
children like Cheryl) must exhibit multiple
symptoms of:
– hyperactivity
– impulsivity, or
– inattention.

 the symptoms must have a negative impact on

the person’s education, career, relationships, or
social life.
 Diagnosis
 Since ADD / ADHD starts in childhood, the
doctor or therapist will look at how early the
symptoms appeared – usually before the age of
7
 The symptoms must have been going on for at
least 6 months before ADD / ADHD can be
diagnosed.
 The symptoms of ADD / ADHD must be present
in multiple settings, such as at home and
school. If the problem only appears in one
environment, it is unlikely to be caused by ADD
/ ADHD.
 Prevalence of ADHD
 Between 3-5 % of children have AD/HD,
or approximately two million children in
the United States.
 It is estimated in the US that 56% of
these children are on medication.
 Prevalence of ADHD
 InCanada, 2-12%, or 25,000 children are
reported to have AD/HD.

 Up to 67% of these children will continue

to have symptoms as adults.
 Cheryl’s Characteristics
There are 3 main symptoms of AD/HD that can
vary between Cheryl and other children:

3. Inattention
4. Hyperactivity
5. Impulsivity
 Causes of AD/HD
 Scientistsare still working on determining
exact cause but feel that biological,
genetic, and environmental factors could
be contributing factors
 Inattention
– restless and fidgety, easily distracted
– loosing or forgetting things (toys, pencils, books)
– unable to stay on task during work or play
– often does not listen when spoken to
– has difficulty organizing tasks and activities
– avoids activities requiring sustained mental activity
(school work or homework)
– may also be inactive (hypoactive), may come across
as being “lazy” or a daydreamer
 Hyperactivity
 often fidgets with hands or feet or squirms in seat
 often leaves seat in classroom or in other situations in
which remaining seated is expected
 often runs about or climbs excessively in situations in
which it is inappropriate (in adolescents or adults, may
be limited to subjective feelings of restlessness)
 often has difficulty playing or engaging in leisure
activities quietly
 is often "on the go" or often acts as if "driven by a
motor"
 often talks excessively
 Impulsivity
 acts on impulse
 interrupts
 impatient
 easily frustrated
 often blurts out answers before questions
have been completed
 often has difficulty awaiting turn
 The Difference Between Boys and
Girls
 Boys will be diagnosed with AD/HD 2-4
times more than girls.
 Boys are often diagnosed earlier than girls
because they exhibit more disruptive and
aggressive behaviors.
Cheryl’s Positive Characteristics
 Like many children with AD/HD, Cheryl is
– very creative
– shows strong leadership qualities
– is compassionate
– shows empathy towards others, especially to
younger children, elderly people, and marginalized
groups.
 Cheryl also has great “stick- to- it- ness” and can
hyperfocus on a subject that is of great interest
to her.
 Quote
 “Formany people, ADHD is not a disorder
but a trait, a way of being in the world.
When it impairs their lives, then it
becomes a disorder. But once they learn
to manage its disorderly aspects, they can
take full advantage of the many talents
and gifts embedded in this sparkling kind
of mind.” – Hallowell and Ratey
 Quote
 “[AD/HD is] a misleading name for an
intriguing kind of mind…[it should be
simply viewed as] a name for a collection
of symptoms, some positive, some
negative” (Hallowell and Ratey 2005, p.
4).
 Local Resources Available
 ADDCentre: 101-701 Pembina Highway,
Winnipeg 897-4493
– Offers training in “Neurofeedback” which can
teach concentration methods. Also offers
support to parents, children, and educators
 ADHD Support Group: 617 Erin Street,
Winnipeg 774-1821
– Offers support mainly for adults but is also a
resource centre
 Internet Resources
 The following websites offer excellent online
information for educators, students, and
parents:
 The Learning Disabilities Association of Canada
http://www.ldac-taac.ca
 CADDAC – Centre for ADD/ADHD Advocacy,
Canada
http://www.caddac.ca/cms/page.php?2
 Learning Disabilities Association of Alberta
http://www.ldaa.ca/resources/free_teachers.aspx
 In Closing…
 AD/HD is not a learning disability but a medical
condition
 Almost guaranteed you will have 2 or 3 students
with AD/HD in your classroom
 Children and adults can display symptoms of
inattention, hyperactivity, and impulsivity
 Children can effectively learn to properly control
these symptoms if early detection and support is
made available.
One Guy’s Insight into his AD/HD