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First off, I want to say, that I think this was a great topic to research. I feel like the students who can't sit still  are always tagged with ADHD. If there is attention problems or something, I feel like the solution is too diagnose with ADHD, then give the child medicine. I like how you said that it is a misconception that the student who can't sit still has ADHD. I would agree and feel like it is something that needs to be address. Fro the background video from Psych Hub, I feel like I got a different view of ADHD, then I have before. I always viewed it as the child not being able to sit still or being crazy. But there is more to it. For example, I learned a child can be disobedient and can even just focus on what they enjoy, like video games. The videos talks about it being a struggle in younger children, and I think that is good to focus on the younger children, because they can sometimes get overlooked. I really liked the article about identifying ADHD. I have heard that it tends to be diagnosed a lot, just to fix a problem, but I think to is important that a child really does have ADHD. The article takes about how most students have trouble at times paying attention and sitting still, but this doesn't mean they have ADHD. Also, if many people believe only certain characteristics fit, then some children may never be diagnosed. The article addresses giving students 6 months before diagnosing a child, to see how they continue to act. I like this because I have been worried about the over diagnosing. I have always wondered about the medication they give to students. I have seen the medication totally change a student and make them quiet, sad, and almost see shutdown. I do not like how the medicine can change students and I wonder if it is a good thing. That is something I would like to know more about. In the article about promoting family and school success.I like how the article talked about making sure the parents are helping. I learned that punishments can be given, but it needs to be followed by a reward. I learned from the Ted-talk, that people with ADHD, want more dopamine. I think this is interesting and I think this is good to know and can help teachers help students control and get more dopamine. I think as a future teacher, I need to make sure I understand characteristics and know ways I can help my students succeed better in the classroom.

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I created this video presentation to introduce my topic and give some short explanations about my thoughts!

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Teachers should be familiar with many of the different expressions of ADHD. This resources gives K-3 teachers lots of background information into the science of ADHD and could prepare them to identify characteristics in their own children and help them get the support that could help them yearly on.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

Guide

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior. This guide focuses on what educators need to know about teaching kids with ADHD: how it affects children in the classroom - girls as well as boys - and how we teachers can help kids with the disorder succeed in school.

Many children with ADHD show signs of the attention disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

That's why it's important that educators be well-informed about the attention deficit hyperactivity disorder - able to recognize children who might be struggling with ADHD, but also aware that the symptoms and behaviors associated with ADHD may also have other possible explanations.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups - inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors, and others, predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which can make it very difficult for them to function well in school.

Here are behaviors signs of ADHD you might observe in school in those two categories.

Inattentive Symptoms of ADHD:

Makes careless mistakes in schoolwork, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or Impulsive Symptoms of ADHD:

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others' conversations, activities, possessions

ADHD Behavior and Serious Impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings - i.e., at school and at home. And the pattern that's causing them serious impairment must persist for at least six months.

The Difference Between ADD and ADHD

ADD, or attention-deficit disorder, is an older term for the disorder we now call ADHD, or attention-deficit hyperactivity disorder. It was called ADD up until 1987, when the word "hyperactivity" was added. Some people still use the old term, ADD, out of habit, or because it's a more familiar term than ADHD. Some use it to refer to kids with ADHD who aren't hyperactive.

Why Age Is Crucial in ADHD Diagnosis

Within any given classroom, there is an age range of students that spans almost a year, and a year can make a big difference in a child's ability to self-regulate. That's why it's important when teaching kids with ADHD and when considering a child's behavior, to compare it to other children the same age - not to the range of kids in his class or grade.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60 percent more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

Why Are Some Kids With ADHD Prone to Disruptive Behavior?

Defiance and emotional outbursts are not themselves symptoms of ADHD, but kids with ADHD are at higher risk for developing these behaviors. Some kids who have ADHD tend to become frustrated and overwhelmed by demands placed on them that they cannot consistently fulfill, because of inherent deficits in paying attention, reining in impulses and controlling their activity level.

Making transitions from one activity to another can be particularly difficult for kids with ADHD in the classroom, especially when they involve stopping some activity they find more stimulating than what comes next. Clinicians call it an inability to "attention switch," and it can result in children disrupting the class or acting out.

Other Causes for Behaviors That Look Like ADHD

A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions - these actions are associated with ADHD behavior, but they can also be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of other things that could be influencing a child's behavior.

Inattention: A child who is inattentive could be distracted by a worrisome or painful situation at home, or because she's being bullied on the playground, and recess is coming up. If a child with OCD doesn't know the answer to the question, it looks like he wasn't paying attention, but it's really because he was distracted by obsessions. When a child seems to be looking everywhere but at the pages of the book she is supposed to be reading, another possible cause is that she has a learning disorder.

Hyperactivity: If a child is fidgeting when she's supposed to be reading, she could have sensory issues that are making her uncomfortable, or a learning issue that is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

Impulsivity: Anxiety is another condition, often hidden, that can cause kids to be unable to follow rules or wait their turn, or to lash out when they are upset.

Gender Differences in ADHD: How are Girls Different From Boys?

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle.

More of them have only the inattentive symptoms of ADHD, and they get written off as dreamy or ditzy.

If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative or overemotional.

Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

They often work so hard to compensate for their weaknesses that they are able to hide their challenges.

The growing awareness, as they get older, that they have to work much harder than their peers without ADHD is very damaging to their self-esteem.

Girls who are chronically hard on themselves about their mistakes may be struggling with thoughts that they're stupid or broken.

What Are Executive Functions?

Executive functions are the self-regulating skills that we all use to accomplish tasks,
from getting dressed to doing homework. They include:

Planning

Organizing time and materials

Making decisions

Shifting from one situation to another

Controlling emotions

Learning from past mistakes

Most kids with ADHD have deficits in some executive functions, though not all children with executive function issues have ADHD.

How Can Teachers Help Kids With ADHD?

Children with ADHD in the classroom who have trouble complying with rules and completing tasks can benefit from a daily report card system that sets positive behavioral goals and rewards to reinforce the behavior when they meet those goals.

The desired behaviors might be for the child to remain seated, to finish schoolwork, to raise his hand before speaking. The child receives points for successfully meeting goals, and his parents receive a daily behavior report card, enabling them to further to reinforce positive behavior in school with praise and prizes earned.

This system allows teachers to focus on what the child is doing well - rather than what he isn't doing well. It can bolster his self-esteem and help him feel positive about school.

Commonly Used Medications for ADHD

Many children with ADHD are prescribed stimulant medication to help reduce their symptoms. There are two main classes of stimulant ADHD medications:

Methylphenidate-based medications: Ritalin, Methylin, Concerta, Metadate, Daytrana Patch, Ritalin LA

Dextroamphetamine-based medications: Adderall, Vyvanse, Dexedrine, Focalin

There are also many different release formulas for stimulant medications, which make them effective for different periods of time:

Immediate-release formulas are effective for about four to six hours.

Extended-release formulas last as long as nine to twelve hours.

Children taking immediate-release formulas are often given medication in the middle of the school day by a school nurse. The goal is to maintain an effective dose during the school day but have the ADHD medication out of the child's system by bedtime, to facilitate sleep.

This guide was last reviewed or updated on September 7, 2021.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

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Nikki Amini gives a TED talk about how she turned her ADHD into a superpower rather than something that enables. This would be a great resource for adults and teachers in the lives of a child with ADHD as a motivational source.

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I have ADHD, What is Your Superpower? | Negar (Nikki) Amini | TEDxWPI

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The Disparity Between the Diagnosis of Girls and Boys

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The Disparity Between the Diagnosis of Girls and Boys

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Recently, there has become a lot of news coverage on the topic of undiagnosed girls with ADHD. Girls with ADHD are much more likely to be overlooked not diagnosed until it is far too late to receive assistance and it can cause serious trauma to the students and her education. This article explains why girls often are forgotten as well as the signs that a parents and or teacher should look for in their female students.

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I've always been a space cadet. Prone to lateness and losing things, brought crashing back from daydreams by people clapping their hands in front of my face. "Earth to Rae," they'd say, exasperated. As a kid I read for hours but the simplest homework assignments reduced me to a tearful mess.

"You can do this," my bewildered parents insisted. "You know this stuff!"

"No, I can't," I'd bawl. "I'm not normal enough to be a normal person. Something is wrong with me."

Years later, a few months after my 21st birthday, that "something wrong" finally got a name: attention-deficit hyperactivity disorder.

Why did it take so long?

Hiding in plain sight

"We were initially taught that ADHD is boys' phenomenon," says Dr. Stephen Hinshaw, chair of the psychology department at UC Berkley. "Three decades later we know this is an equal opportunity condition."

Equal opportunity, maybe, but equally recognized and treated it is not.

According to the CDC boys are far more likely to receive a diagnosis of ADHD-not necessarily because girls are less prone to the disorder but because in girls ADHD presents differently. The symptoms are often more subtle, and they don't fit the stereotype.

"Girls are not as hyperactive," says Dr. Patricia Quinn, director and co-founder of the National Resource Center for Girls and Women with ADHD. "People imagine little boys bouncing off the walls and think: That's what ADHD looks like and if this girl doesn't look like that then she doesn't have ADHD."

Politely daydreaming underachievers just don't attract attention the way hyperactive and impulsive boys do. Staring out the window is nothing when the kid next to you is dancing on the sill.

A late or missed diagnosis doesn't just mean girls don't get the academic services and accommodations that could help them succeed. Research indicates undiagnosed ADHD can jeopardize girls' and young women's self esteem and, in some cases, their mental health. Whereas boys with ADHD tend to externalize their frustration, blaming the "stupid test," acting up and acting out, girls are more likely to blame themselves, turning their anger and pain inward. Girls with ADHD are significantly more likely to experience major depression, anxiety and eating disorders than girls without.

In 2012, Hinshaw and his team published a study showing that girls with combined-type ADHD have significantly higher rates of attempted suicide and self harm, even though 40 percent of them have outgrown their hyperactive and impulsive symptoms in adolescence. "The lack of social and academic skills-the cumulative effect of what they missed when they were younger-take a toll," says Dr. Hinshaw.

Without proper diagnosis and understanding, failures become evidence, confirmation of self-convicting charges: I'm not smart. I'm a failure. I don't belong.

Quinn says she asks parents if at a young age their daughters have ever said "I'm stupid."

"One hundred percent say yes," she notes. "Even as a kid, as early as 8, you know you can't do things that other people can do. And that takes a toll."

A 12-year-old girl with ADHD I know put it best: "If everyone else can do these things and I can't, it must be me."

On Wednesdays we wear pink

Today's kids have more obligations and opportunities than ever before. The word overscheduling is on everyone's lips and college admission hopes loom large. The pressure to multi-task and succeed has increased tenfold.

One of the consequences of this is that girls who were able to manage their ADHD symptoms before are no longer able to do so. A girl who was fine in grade school can suddenly find herself drowning in the academic, social and extracurricular intricacies of middle school.

Kathleen Nadeau, director of the Chesapeake Center for ADHD, elaborates. Girls with ADHD often struggle to decode the myriad of social subtleties of girl-world: what to wear, what to say, how to talk, when to be comforting, when to be mean. "Girls are under a lot more pressure to be socially tuned in and self-controlled," says Dr. Nadeau, who is a clinical psychologist. Being unable to fit in, or perform up to girl-code can make them a target for mean girls and leave them isolated and confused.

Dr. Hinshaw refers to these vice-like pressures as the "Triple Bind." All girls, he says are subject to a trio of unreasonable expectations:

1. Be good at "girl things," be pretty, empathetic, demure and polite.

2. Be good at "guy things," be competitive, driven, funny and athletic.

3. All this and more! Conform to these impossible standards, make it look effortless, and look hot while you're doing it.

Overwhelming for anyone, says Dr. Hinshaw, but "for girls with ADHD, this is a quadruple bind." There is no opt out.

And though some girls manage to stay afloat, success comes at a very high price. Sometimes we are our own worst enemies, dissembling and compensating, feverishly working on one thing while other equally, if not more important things languish.

"Girls with ADHD do a lot of hiding because they try very hard to put up this facade of competence," says Dr. Nadeau. "But what's behind that facade is 'Yes, I got a good grade on this paper but I've been up for two days and I'm so stressed out I'm about to lose my mind.' "

What's in a name?

The time between declaring my inability to be a normal person and getting diagnosed was turbulent and frustrating. Every failure chipped away at my self-esteem. I began to think of myself as broken, stupid, the one of these things that was not like the others.

But suddenly, as I recognized myself in the symptoms, the baffling discrepancy between what I should be able to do and what I actually seemed capable of was no longer an unseen, unnamed thing. It was something outside of myself, something I could understand, something I could plan for and manage.

"Some girls need glasses, some need ADHD treatment," says Dr. Hinshaw. "It's a vulnerability that needs addressing, it doesn't define you."

I know firsthand the benefits of having a diagnosis, and I'm hopeful that with advances in research and advocacy, the next generation won't have to wait so long.

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I've always been a space cadet. Prone to lateness and losing things, brought crashing back from daydreams by people clapping their hands in front of my face. "Earth to Rae," they'd say, exasperated. As a kid I read for hours but the simplest homework assignments reduced me to a tearful mess.

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Hey Lauren, great work with your research and information! I can tell you took a lot of time to work on this project and put your heart into it. I really appreciate how in your video introduction you gave several warning signs of  ADHD for teachers to look for with their students. I also loved that you put in your video different things that teachers can do for their students that do have ADHD. I think it is important to make sure, as a teacher, that you know what to do when all of you students are different! I love the Tedx Talk that Nikki Amini presented, she took what everyone told her was negative and made it into something positive! I think this is a video that all students with ADHD should see to motivate and enable all the possibilities. In regards to you hitting the point of disparity between girls and boys, I had no idea there was a lack of diagnosis in females! The article gave thoughtful information as to why this is happening and what we can do as teachers to prevent this disparity from happening.

Thank you for offering up all of this great information! I have not ever gotten to look into ADHD very much so your work gave me the opportunity to do so! I also want to note again how phenomenal you did with your research, I can tell you put a lot of time into this and we all appreciate it!! Keep up the good work sis!

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Classroom Accommodations and Intervention Strategies for Students with ADHD

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Classroom Accommodations and Intervention Strategies for Students with ADHD

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Because ADHD is common to create disruptions in the classroom, this is an article the proposes many management strategies for all types of education from public to homeschooling. I like this resources because there is a large emphasis on self-regulation and self -monitoring which is an important life skill to reinforce.

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ADHD in the Classroom: Effective Intervention Strategies

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School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD is the need to form partnerships among school professionals who can work collaboratively on interventions for children with ADHD.

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This is a video that provides lots of accurate background information about ADHD in young children in general as well as in the classroom. The video is produced by PsychHub on Youtube which is an organization dedicated to simplifying information about mental illness to make it more attainable to the general public.