ADHD
Overview
Attention Deficit Hyperactivity Disorder (ADHD) is a hereditary mental disorder. ADHD impacts focus, self-control/regulation, working memory, flexible thinking, managing emotions, organization, and planning. ADHD is more common in boys than in girls, and is usually discovered during the early school years, when the child shows difficulty with paying attention. There are three types of ADHD: hyperactive-impulsive, inattentive and a combination of the two. All people exhibiting ADHD have tasks/activities that spark their interest, where they are able to focus and give their full attention to.
Attention Deficit Hyperactivity Disorder (ADHD) is a hereditary mental disorder. ADHD impacts focus, self-control/regulation, working memory, flexible thinking, managing emotions, organization, and planning. ADHD is more common in boys than in girls, and is usually discovered during the early school years, when the child shows difficulty with paying attention. There are three types of ADHD: hyperactive-impulsive, inattentive and a combination of the two. All people exhibiting ADHD have tasks/activities that spark their interest, where they are able to focus and give their full attention to.
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Key Concepts
Types of ADHD
3. Cause of ADHD-Brain Structure When eliciting a brain scan, it has been shown that children with ADHD have a delay in development of about three years in some specific parts of the brain, which are involved in executive functions. With regards to shifting focus, reading, and writing, some neural networks may take longer to develop thereby also affecting motivation and impulse control.
Areas affected by delayed in development:
Types of ADHD
- Predominantly Hyperactive-Impulsive Presentation
- Hyperactivity/feel the need to move constantly
- Struggle with impulse control
- Impulse Control: child’s inability to put on the “mental brakes” before acting, this may include being “silly”, performing inappropriate actions/comments, trouble with following rules consistently, or the lack of morality understanding (such as taking things from other students)
- Impulse Control: child’s inability to put on the “mental brakes” before acting, this may include being “silly”, performing inappropriate actions/comments, trouble with following rules consistently, or the lack of morality understanding (such as taking things from other students)
- This type is exhibited often in very young children
- Difficulty paying attention
- Easily distracted (however, they do not have to much trouble with hyperactivity/ impulsivity)
- Sometimes unofficially referred to as attention-deficit disorder (or ADD)
- These children “fly under the radar” Because:
- they might not be exhibiting disruptive behaviour in class, however, they could appear to be “daydreaming”
- Trouble meeting deadlines/finishing tasks
- Needs to re-read work/ have directions repeated
- Rushes through assignments, making errors
- they might not be exhibiting disruptive behaviour in class, however, they could appear to be “daydreaming”
- Combined Presentation
- Problems with both impulsivity/hyperactivity as well as inattention
3. Cause of ADHD-Brain Structure When eliciting a brain scan, it has been shown that children with ADHD have a delay in development of about three years in some specific parts of the brain, which are involved in executive functions. With regards to shifting focus, reading, and writing, some neural networks may take longer to develop thereby also affecting motivation and impulse control.
Areas affected by delayed in development:
- Cerebral Cortex-used for self-management, taking longer to mature in children with ADHD
- Caudate Nucleus- decision making and purposeful is hindered
- Hippocampus- long-term and working memory is affected
- Amygdala-emotional control and prioritization is obstructed
- Putamen-Movement regulation is out of balance
- Nucleus accumbens-Mood is sporadic
Practical Suggestions for EducatorsOffer/create accommodations
Reduce Distractions
- By creating and offering accommodations, educators can begin monitoring the student’s work, while also developing a plan to help them to not fall behind. As students with ADHD have different levels of brain development, it is important to consider different learning styles and what works best for each individual student (This leads to the implementation of IEPs)
- In order to accommodate students who have ADHD without inhibiting their learning experience may include providing extended time on tests, or they can write their tests in a quiet space, revised assignments, assistive ways to take notes (this may include technology, a peer notetaker or partially filled out notes that they must complete on their own) , and segmented assignments for long-term projects.
Reduce Distractions
- In order to reduce distractions, educators must keep the classroom layout in mind. As educators, we can seat students near the teacher’s desk, or front of the room (depending on the class) in order to keep students on task. By having the student seated near the source of information, students with ADHD can easily access information if they are struggling.
- When giving instructions, it is important to give clear, concise and straight-forward instructions. By giving students with ADHD a clear set of instructions, they can then focus on the task at hand.
- While working with students with ADHD, giving the students the choice with how they want to complete their work is beneficial for them. This may include the ability to choose the topic they want to study and/or how they want to demonstrate their findings (oral presentation, creative videos, essay writing, etc). Choices for completing an assignment can have the students produce more work, are more compliant, and less negative.