Information and Resources for students with Attention deficit/hyperactivity disorder (ADHD)
How is attention deficit/hyperactivity disorder defined and classified?
"Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior" (Mayo Clinic, 2013).
In order for a student to be diagnosed with ADHD, the student should have exhibited the classifying behaviors before the age of seven and the behaviors should have lasted for more than six months (Rosenberg, Westling, & McLeskey, 2011)
Federal education regulation (IDEA 2004) does not specifically list ADHD as a disability, therefore, students with ADHD who do not meet the "other health impairment" section requirements of the Individuals with Disabilities Act (IDEA 2004) will receive services according to section 504 of the Rehabilitation Act of 1974. In educational settings, this is often referred to as a child's "504 plan." For more information on section 504, please visit: http://www.ncld.org/students-disabilities/iep-504-plan/is-504-plan-right-for-my-child
What are the characteristics of students with attention-deficit/hyperactivity disorder?
Characteristics of students with ADHD may include the following:
According to the National Association of School Psychologists (2004), The following is the recommended process for identifying students with ADHD:
"School-based evaluations of children suspected of having ADHD are best conducted in a five-stage process that is consistent with an educational decision-making model:
Approximately 3% of school-age children take stimulant medication to counter the behaviors associated with ADHD. The two most commonly prescribed stimulant medications are Methylphenidate (such as Ritalin) and Amphetamine (such as Adderall). According to current research, methylphenidate is effective in 90% of prescribed cases. In addition to stimulants, antidepressants and anxiety medications have also been shown to be effective in treating the symptoms of ADHD. It is important that parents, care-givers, and teachers pay special attention to the behaviors and the academic achievement of a student who is taking medication for ADHD. It is important to determine a correct dosage so the medication does not negatively effect the student's social or academic abilities (Rosenberg, Westling, & McLeskey, 2011) .
What interventions are effective in improving academic and social outcomes for students with attention-deficit/hyperactivity disorder?
The classroom interventions that help students with ADHD are much of the same interventions that are effective with students with LD or EBD. They include:
"Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior" (Mayo Clinic, 2013).
In order for a student to be diagnosed with ADHD, the student should have exhibited the classifying behaviors before the age of seven and the behaviors should have lasted for more than six months (Rosenberg, Westling, & McLeskey, 2011)
Federal education regulation (IDEA 2004) does not specifically list ADHD as a disability, therefore, students with ADHD who do not meet the "other health impairment" section requirements of the Individuals with Disabilities Act (IDEA 2004) will receive services according to section 504 of the Rehabilitation Act of 1974. In educational settings, this is often referred to as a child's "504 plan." For more information on section 504, please visit: http://www.ncld.org/students-disabilities/iep-504-plan/is-504-plan-right-for-my-child
What are the characteristics of students with attention-deficit/hyperactivity disorder?
Characteristics of students with ADHD may include the following:
- Social and behavioral difficulties: other children may react negatively to behaviors such as hyperactivity, impulsivity, and inattention associated with ADHD
- Academic difficulties: because students with ADHD exhibit hyperactivity, impulsivity, and/or inattention behaviors, focusing on academics is not easy. Students with ADHD may lack organization skills and may be careless in their schoolwork. Twenty percent of students with ADHD are likely to have a learning disability in reading or math. Seventy percent are likely to have learning difficulties in one or more subjects.
- Sixty percent of students with EBD are also diagnosed with ADHD (Rosenberg, Westling, & McLeskey, 2011)
- Three to seven percent of school-age children have been identified with ADHD.
- Three percent of school-age children are prescribed stimulant medication to counter the ADHD behaviors
- Less than 1% of students diagnosed with ADHD meet the requirements of "other health impaired" under IDEA 2004
- Male students make up approximately 75% of students diagnosed with ADHD
- Causes: The cause of ADHD is unknown, but may be the result of a variety of components including:
- · Brain injury
· Brain abnormalities: "Research has shown that children with ADHD have a deficiency of the neurotransmitters dopamine and norepinephrine, which are chemicals in the brain that influence the transmit ion of signals between nerve cells" (Rosenberg, Westling, & McLeskey, 2011 p. 242).
· Hereditary influences
· Family issues (Rosenberg, Westling, & McLeskey, 2011)
According to the National Association of School Psychologists (2004), The following is the recommended process for identifying students with ADHD:
"School-based evaluations of children suspected of having ADHD are best conducted in a five-stage process that is consistent with an educational decision-making model:
- Screen: First, teacher ratings are obtained and a brief interview is conducted with the teacher to screen for the severity and frequency of possible ADHD symptoms.
- Multiple assessment methods: If the findings of this screening are significant, then multiple assessment methods are used across sources and settings to document the child’s functioning across a number of areas. Assessment methods include a diagnostic interview with the child’s parent and/or teacher, behavior rating scales completed by parents and teachers, direct observations of classroom and playground behavior, and assessment of academic functioning.
- Classification and diagnosis: The evaluation results are interpreted such that classification and diagnostic decisions can be made. Psychologists or physicians conducting these assessments must ensure that diagnostic decisions are made on the basis of criteria in the DSM-IV-TR while also considering alternative hypotheses for children’s inattentive, impulsive, and hyperactive behavior (e.g., symptoms caused by other emotional disorders or by inappropriate placement in the curriculum).
4. Intervention design: The evaluation of ADHD-related behaviors should lead to the design of effective interventions as well as a diagnosis. For example, school professionals should evaluate the environmental factors (e.g., peers laughing and paying attention to a child’s misbehavior) that might be motivating a child’s disruptive behavior through the use of Functional Behavior Assessment.
5. Monitoring: The child’s school behavior and academic performance are assessed on an ongoing basis to determine the success of and the need for changes in the intervention program" (DuPaul, 2004 p. 18).
Approximately 3% of school-age children take stimulant medication to counter the behaviors associated with ADHD. The two most commonly prescribed stimulant medications are Methylphenidate (such as Ritalin) and Amphetamine (such as Adderall). According to current research, methylphenidate is effective in 90% of prescribed cases. In addition to stimulants, antidepressants and anxiety medications have also been shown to be effective in treating the symptoms of ADHD. It is important that parents, care-givers, and teachers pay special attention to the behaviors and the academic achievement of a student who is taking medication for ADHD. It is important to determine a correct dosage so the medication does not negatively effect the student's social or academic abilities (Rosenberg, Westling, & McLeskey, 2011) .
What interventions are effective in improving academic and social outcomes for students with attention-deficit/hyperactivity disorder?
The classroom interventions that help students with ADHD are much of the same interventions that are effective with students with LD or EBD. They include:
- self-regulation strategies
- explicit, brief rules and instructions that are visible for the student to refer back to
- Frequent and immediate feedback
- Rewards and incentives should be used more often than punishment
- token economies
- technology assistance (Rosenberg, Westling, & McLeskey, 2011)
For more information about helping students with ADHD, please visit the following website:
http://www.nasponline.org/resources/principals/nasp_adhd.pdf
http://www.nasponline.org/resources/principals/nasp_adhd.pdf