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13/10: Nos reunimos con nuestra tutora (Male) para terminar el proyecto.

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13/10: Nos reunimos con nuestra tutora (Male) para terminar el proyecto.

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13/08: Pensamos el tema y a nuestra tutora

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13/08: Pensamos el tema y a nuestra tutora

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01/09: Continuamos creando y diseñando el padlet

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01/09: Continuamos creando y diseñando el padlet

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Comprender qué es el TDAH y cómo afecta a niños y adultos en su vida diaria. Para valorar la importancia de la empatía, la inclusión y el apoyo a quienes lo presentan.

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Contexto Global: "Identidades y Relaciones"

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Contexto Global: "Identidades y Relaciones"

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¿Que tipos de TDAH hay y en que se diferencian?

¿Cómo se diagnostica el TDAH y a qué edades suele detectarse?

¿Qué es el TDAH?

¿Cómo influye el TDAH en el rendimiento escolar y académico?

¿Qué emociones suelen sentir las personas que tienen TDAH?

¿Qué objetos antiestrés pueden recurrir las personas con TDAH para calmarse o desestresarse?

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Kit de regulación para niños con TDAH (elásticos, pelotas antiestrés, masilla (slime), "spinners" (giroscopios) , etc)

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17/09: Seguimos buscando información y agregando preguntas

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17/09: Seguimos buscando información y agregando preguntas

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El TDAH es una alteración neurobiológica que provoca alteraciones en el aprendizaje y en el comportamiento de los niños y adultos.

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Equipo de redacción de la Universidad Internacional de la Rioja (UNIR)

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Tipos de TDAH: ¿cuáles son y cómo se diferencian?

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Te explicamos qué es el TDAH, qué formas existen de detectarlo y cuáles son las consideraciones a tener en cuenta, a nivel clínico y educativo

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¿Cómo se diagnostica el TDAH y a qué edades suele detectarse?

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¿Cómo se diagnostica el TDAH y a qué edades suele detectarse?

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Los síntomas del trastorno por déficit de atención e hiperactividad generalmente comienzan antes de los 12 años. En algunos niños, pueden observarse ya a los 3 años de edad.

Sintomas:

Dificultades para prestar atención

Soñar despierto muy a menudo

Dar la sensación de no escuchar a los demás

Distraerse fácilmente al hacer las tareas o jugar

Ser olvidadizo

Estar siempre en movimiento, inquieto o ser incapaz de permanecer sentado

Hablar demasiado

Incapacidad para jugar sin hacer ruido

Interrumpir a los demás

Tener problemas para esperar su turno

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26/09 Seguimos trabajando y buscando información

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26/09 Seguimos trabajando y buscando información

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¿Que tipos de TDAH existen y en que se diferencian?

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¿Que tipos de TDAH existen y en que se diferencian?

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El TDAH inatento es un tipo de trastorno que presentan quienes tienen, principalmente, dificultad para prestar atención. Se conoce también como trastorno de déficit de atención sin hiperactividad, pues este problema y la impulsividad no suelen aparecer.

El TDAH hiperactivo o trastorno de déficit de atención con hiperactividad es el que padecen los niños que no se pueden estar quietos, interrumpen conversaciones, hablan sin parar, no saben esperar su turno, responden antes de que termines de hacerles una pregunta o se meten en líos porque no piensan antes de actuar.

El tercero de los tipos de TDAH es el combinado. En este caso, se dan problemas tanto de hiperactividad e impulsividad como de falta de atención. Es la forma más común de TDAH y la que más retos plantea en cuanto a tratamiento. Sin embargo, con la ayuda adecuada, es posible enseñar a estos niños a manejar estos síntomas. Además, es posible que, según se aproximen a la adolescencia, los problemas de hiperactividad e impulsividad vayan disminuyendo gradualmente.

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Crystal Bray
Speech-Language Pathologist
September 11, 2023

If your child has been diagnosed with ADHD, you're probably concerned about how this condition will impact them. You wonder how ADHD affects learning in kids who have it.

ADHD is a neurodevelopmental disorder. This means it involves changes and differences in the ways the brain develops and functions. ADHD is not classified as a learning disability. But that's not to say that it doesn't affect learning. Because the brain is intimately involved in learning, ADHD does affect learning in children. It influences the learning process in various ways.

ADHD is a condition that impacts nearly 10% of children aged 3-17 years. ADHD is twice as common in boys than it is in girls. The average age at diagnosis is 6 years.

While not a learning disability, itself, ADHD does commonly co-occur with learning disabilities. It's estimated that 20-60% of kids with ADHD also have a learning disability. In addition to ADHD, these children may face challenges with spelling, reading, and math skills.

Because ADHD is such a prevalent issue, researchers have devoted a lot of time and effort to learning more about it. This has led to improvements in our abilities to recognize and treat ADHD in children when it occurs. It also may be a factor in increased reported rates of ADHD. The prevalence of ADHD diagnosis in children increased by 42% between 2003 and 2011.

This article will explore how ADHD affects learning in children. It will also offer parents strategies to help children with ADHD face challenges and reach their fullest potential.

ADHD Impact on Learning

Let's explore some of the ways ADHD impacts the learning process in children.

Attention and Focus

The primary symptoms of ADHD are difficulties with attention and focus. Kids with ADHD often have less age-appropriate attention skills than their same-aged peers. They find it difficult to sustain their attention on an activity or task.

Learning depends on the ability to sustain our attention on a subject, problem, or activity. ADHD learning is impacted by this difficulty with focus. Because kids with ADHD struggle to concentrate, they may miss key concepts. They may also miss directions and steps of educational activities and assignments.

Some kids with ADHD may experience hyperfocus. This occurs when a child becomes intensely focused on an activity or experience they enjoy, to the exclusion of anything else. A child with ADHD may be hyperfocused on playing soccer, but only be able to focus for a few minutes on completing their school work.

Hyperfocus can be a good trait, however, if children with ADHD learn how to manage it. For example, a child who's intensely interested in science could gain self-confidence by excelling in this subject.

Task Completion and Follow-Through

As a result of issues with focus, children with ADHD often have difficulty with task completion and follow-through. They may begin a task, only to abandon it halfway through to explore something else.

School tasks are generally expected to be completed sequentially, rather than simultaneously. ADHD learners may struggle with this skill and may leave a trail of incomplete assignments in their wake as a result.

Children with ADHD often have difficulty with organizing tasks and prioritizing information. This can impact learning by affecting how they order what's important in assignments and information. It can also impact their ability to identify important concepts.

Academic Achievement

Kids with ADHD are at increased risk for issues that negatively impact their school performance. When compared to their same-aged peers, children with ADHD are at risk for lower scores in reading and math. ADHD can also impact students' grade point averages.

ADHD learners may have to repeat grades or be placed in special education classes, as a result of their challenges with learning.

These issues can impact a child both in school and later in life. Struggling academically can also negatively affect a child's self-esteem and self-concept. This can further exacerbate learning issues and a child's motivation to learn.

Impulsivity and Self-Control

Impulsivity is another hallmark of ADHD in children. In the classroom setting, this can manifest as talking out of turn and inability to sit still. It can also mean talking when the class is meant to be silent.

Teachers may face challenges when teaching students with ADHD as they can be disruptive in the classroom setting. These issues are not their fault, but a result of the differences in their brains. Thankfully, most educators have learned strategies to support children with ADHD in the classroom.

Impulsive behaviors can also extend to peer relationships. Kids with ADHD may struggle to follow social norms and behaviors. For example, they may unintentionally play too rough with friends. They may talk too loud or talk over their friends. This can cause strife and tension and may cause conflicts. It can lead to children with ADHD feeling left out.

ADHD impacts the brain's frontal lobe. This part of the brain is responsible for our executive functions. These skills include the ability to plan, make decisions, and organize information. They also include inhibition and judgment skills. This is a major reason kids with ADHD struggle with self-control.

Inconsistent Performance and Working Memory

Issues with self-control and concentration may make kids with ADHD academically inconsistent. If they're having a good day and there are few distractions in their environment, they may be able to complete an activity quickly and with few errors. But if there are lots of distractions or they're feeling unfocused, this will negatively affect their performance.

In addition, research shows learners with ADHD also experience issues with working memory skills. Working memory is key in remembering what we hear and read. It's vital in recalling information, instructions, and sequences.

Inconsistent working memory skills can affect kids with ADHD in reading, science, and math. They may struggle to remember what they read. They may forget instructions when experimenting in science class. They may forget math equations or a series of numbers they're trying to compute.

Hyperactivity

Kids with ADHD often experience hyperactivity. This creates a constant desire for movement and stimulation. It often manifests in fidgeting, wiggling, and difficulty staying still. Kids with ADHD have difficulty controlling their desire to move. This can affect their ability to participate in the classroom setting and learn along with their peers.

Hyperactivity can especially impact ADHD learners during tests, shared story time, and presentations. Schools expect children to sit still for long periods from a young age. This is difficult for kids with ADHD, who seek out stimulation through constant movement.

Their need to fidget and move may also be distracting to other students and can impact the classroom environment as a whole. It may cause friction with other students who don't understand an ADHD child's unique needs.

Because children with ADHD are impulsive, they often can't control their hyperactive tendencies. This can affect their ability to participate and learn in the classroom setting. They may struggle to conform to classroom behavioral expectations.

How Does ADHD Affect Learning in the Classroom

To build upon the points we outline above, let's further explore how ADHD can affect learning in the classroom setting.

It's easy to see how the common symptoms of ADHD can impact a child's school learning.

Kids with ADHD may struggle to focus on class lessons. This can impact their ability to learn and retain important information. They may fail to hear or recognize instructions for activities and tasks. They may become distracted by their surroundings or thoughts, instead of attending to their lessons.

Their impulsivity may cause them to speak out when it's not appropriate, or talk over their peers or teachers. They may bump into others or objects in their classroom due to reduced self-monitoring. Their hyperactivity may cause them to fidget constantly in class. They likely have a very hard time sitting still in class.

ADHD learners also face challenges with time management and organization skills. This can affect their ability to complete assignments on time. It can also impact their ability to organize information presented in verbal and written forms. This can create issues with completing assignments in school.

Kids with ADHD may also struggle with making daily transitions due to issues with shifting their focus. Transitions are a key part of school structure, so this can affect their ability to navigate throughout the school day.

Because of these issues, being in a structured classroom environment can be very challenging for a child with ADHD.

Learning Strategies for Students with ADHD

Kids with ADHD benefit from the use of strategies to support their learning. These strategies can help them overcome their barriers to learning and support their performance in school. With training in their use, kids with ADHD can maximize their educational potential.

While strategies for ADHD learning are highly individualized, there are some common themes. Your child's educational team can help you select the best supports and strategies for them. This team may include a speech and occupational therapist, educational psychologist, and teachers.

Strategies used to support children with ADHD learning may include:

Allowing and training in the use of talk-to-text software to assist with note-taking and organization

Use of visual, color-coded planners to support organizations skills

Use of picture schedules to support planning and transition-making

Use of visual cues to ensure sustained attention
Teachers of ADHD learners can
Checking in regularly with ADHD students

Breaking down assignments into smaller, more manageable steps

Providing consistency in carryover of school strategies and expectations at home

Setting and sticking to a schedule to support their ability to plan and make transitions

Breaking down chores and home tasks into clear steps

Offering support and encouragement with homework assignments

Supporting their emotional regulation by recognizing when they're overstimulated and promoting calm

Giving positive reinforcement and feedback to support their self-esteem

Playing an active role in your child's treatment team and communicating with their teacher

Giving clear, simple instructions for assignments

Assisting with organizational supports (like providing folders or a basket)

Providing outlines and keywords for assignments

Adjusting how work is accepted (both in timelines and how a student is allowed to respond)

Reducing classroom distractions for ADHD learners

Ensuring they are seated within the teacher's sightline and away from potential distractions

Offering and allowing fidget toys to provide movement stimulation without distracting the rest of the class

Providing verbal support and feedback to encourage them
their performance in class by offering accommodations like:
Multimodal presentation of school tasks (visual, verbal, written)

How Parents and Teachers Can Help Students with ADHD in Learning

Teachers and parents can collaborate with educational professionals to support learners with ADHD. Collaboration is an important component of offering ADHD students what they need to succeed.

Parents provide educators with important information about a child's history and preferences. You understand your child better than anyone and can offer their therapy team insight into their individuality. This can help with treatment planning and the selection of personalized materials and strategies.

Impulsive/Hyperactive Type: this type is characterized by impulsive and hyperactive behaviors. It does not involve attention issues. It's the least common type of ADHD, accounting for less than 10% of cases.

Inattentive Type: Distractibility and difficulty concentrating are the hallmarks of this type. Kids with this type don't exhibit hyperactivity. This type accounts for around 30% of total cases.

Combined Type: this is the most common type of ADHD. It involves a mixture of hyperactivity, inattention, and distractibility. This type accounts for over 60% of ADHD cases.

Parents of ADHD learners can support them by:

By working together with your child's teachers and therapists, you can promote their best learning experience. You can also ensure their strategies are carried over from school to home.

ADHD and Learning FAQs

It's important to learn the answers to common questions about ADHD. The more you understand about this condition, the better you can advocate for your child with ADHD and their unique learning needs.

How is ADHD diagnosed?

If your child shows potential symptoms of ADHD, getting a differential diagnosis is important. This will help rule out any other possible causes and ensure their access to specialized educational plans and services.

ADHD is typically diagnosed by a mental health specialist or brain specialist. These professionals are trained to assess and determine the presence of ADHD in children and adolescents. Those who can assess and diagnose ADHD include neurologists, psychologists, and psychiatrists.

ADHD is diagnosed with clinical assessments. Typically, a range of evaluation tools are used to determine the presence of ADHD. A professional will select and perform standardized tests with them. They'll also observe their behavior and get a thorough history of their medical and family history. This will help them learn when and how symptoms began to appear and determine if the symptoms are likely due to ADHD.

Does ADHD affect learning in adults?

Many adults with ADHD have gone undiagnosed. That's because they grew up before our ability to identify and treat ADHD improved dramatically in the past decade or so.

Adults with ADHD often experience impulsivity and difficulty concentrating. This can negatively impact their relationships, work, and ability to learn. Adults with ADHD may struggle to organize and prioritize their daily tasks. This can affect their ability to learn new skills and their performance at work.

If they went undiagnosed as children, they may not have the tools and strategies to understand and cope with their symptoms.

If an adult suspects they may have ADHD, there are professionals who can offer help and support with symptom management and treatment. Speaking to your healthcare provider is the best first step in addressing this issue and getting the assistance needed.

About how many children with ADHD also have learning disabilities?

While ADHD and learning disabilities are distinct conditions, they do co-occur. Children with ADHD are at increased risk for learning disabilities.

Research shows that anywhere between 20 and 60% of kids with ADHD also have a specific learning disability. These can affect their skills in math, reading, writing, and spelling skills.

Scientists believe this may be due to commonalities in the ways ADHD and learning disabilities develop. They suggest they may share similar underlying processes. It's not yet understood what these exact processes are, or why they often occur together.

Are there different types of ADHD?

There are three main types of ADHD. ADHD types are separated based on their biggest overt symptoms.

The three primary types of ADHD are:

Do children outgrow ADHD?

This is a pervasive myth about ADHD that researchers have recently begun to unpack and debunk. Because ADHD involves changes in the way the brain is structured and functions, it's not a condition most grow out of.

Research shows that a small percentage of children with ADHD may present as fully recovered by the time they reach young adulthood.

Most people with ADHD experience symptom fluctuations over time. ADHD symptoms can be impacted by therapy, medication, and the use of strategies. ADHD can become exaggerated in times of stress. People can learn to manage their ADHD symptoms with training and support. This can help them control their symptoms and reduce ADHD's impact on their life.

How is ADHD treated?

Treatment for ADHD is individualized and based on each unique child, their symptoms, and needs.

Common treatments for ADHD include medications and behavioral interventions. The focus of ADHD treatment is symptom management and compensation.

Your child's treatment plan will be developed in collaboration with you. It will also involve your child's therapists, and their healthcare providers. Educational specialists such as educational psychologists or psychiatrists may also be involved.

Treatment for ADHD typically involves a combination of approaches. These include: medication, therapy, and family education and training. Your child will likely have an educational plan created to lay out their educational goals and needs and the plan for achieving them.

Your child will likely work with a speech pathologist and/or occupational therapist. These professionals can help them learn and practice strategies to overcome their ADHD symptoms. They can also work with you and your child's teacher to develop accommodations to help them learn. This can help reduce and eliminate any barriers in their educational experience.

Does my child with ADHD need medication?

According to the National Survey of Children's Health, almost 70% of children diagnosed with ADHD take medication. Medication is used to address and manage ADHD symptoms.

Deciding if medication is right for your child is a personal choice. Discuss your options with your child's healthcare provider. You can also confer with their teacher, therapists, and school psychologist to get their input and insight.

Medications are often effective at reducing ADHD's most overt symptoms. It may take some trial and error to find the medications and dosages that work best for your child.

Medication interventions for your child with ADHD are typically one part of a larger treatment plan. Your child will also likely receive therapy services and learning support services. Parents are also involved in the treatment process and receive training from therapists to offer support.

Medications are typically prescribed for children with ADHD who are over six years of age. Younger children may experience more side effects from medications. Treatment for younger children focuses more on parental education and training.

The FDA has created a list of medications that are approved for ADHD treatment in children as young as six years of age.

Using Forbrain to Help with ADHD

Forbrain is an auditory stimulation headset. It allows wearers to hear their own voices in real-time at an increased volume. Forbrain has been shown to enhance users' attention skills. It may promote improved concentration and focus in users with ADHD.

When children with ADHD can improve their focus, they can learn more easily and effectively. They can also retain more of what they've learned in the long term.

Speech therapists can use Forbrain in treatments for children with ADHD. Forbrain can help support their sustained attention and memory skills.

Here's a video that shows a speech therapist using Forbrain for children with ADHD. In it, she explores the many possibilities for using Forbrain to help kids with ADHD learn more efficiently and effectively.

Final Words

ADHD is usually a lifelong issue. But that doesn't mean children with ADHD can't learn, grow, and thrive. With treatment and support, kids with ADHD learn strategies to overcome and accommodate for their ADHD symptoms. Teachers, parents, and healthcare providers can collaborate to help them succeed.

Children with ADHD benefit from treatments and strategies that are personalized to them. Each child with ADHD is different, and has distinct learning needs and preferences. As a parent, you can help your child's care team select the best treatments and strategies for them. You can also support them at home. Your child's therapists can train you in strategies to uphold and further their treatment goals. Your child's healthcare providers can connect you with the resources and support you need. This can help you feel confident in understanding ADHD and supporting your child.

Because it takes a village to support a child with ADHD. You can guide their best treatment plan by using your knowledge of your child to select the right approaches for their needs. You can ensure they access the learning experience they deserve, by collaborating with their treatment team.

References

Abdelnour, E., Jansen, M. O., & Gold, J. A. (2022). ADHD Diagnostic Trends: Increased Recognition or Overdiagnosis? Missouri Medicine, 119(5), 467-473.

Arnsten A. F. (2009). The Emerging Neurobiology of Attention Deficit Hyperactivity Disorder: The Key Role of the Prefrontal Association Cortex. The Journal of Pediatrics, 154(5), I-S43. https://doi.org/10.1016/j.jpeds.2009.01.018

Czamara, D., Tiesler, C. M., Kohlböck, G., Berdel, D., Hoffmann, B., Bauer, C. P., Koletzko, S., Schaaf, B., Lehmann, I., Herbarth, O., von Berg, A., Müller-Myhsok, B., Schulte-Körne, G., & Heinrich, J. (2013). Children with ADHD symptoms have a higher risk for reading, spelling, and math difficulties in the GINIplus and LISAplus cohort studies. PloS one, 8(5), e63859. https://doi.org/10.1371/journal.pone.0063859

Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?. Child: care, health and development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x

DuPaul, G., Weyandt, L., & Janusis, G. (2011). ADHD in the Classroom: Effective Intervention Strategies, Theory Into Practice, 50:1, 35-42, https://dio.org/10.1080/00405841.2011.534935

Emser, T.S., Johnston, B.A., Steele, J.D. et al. Assessing ADHD symptoms in children and adults: evaluating the role of objective measures. Behav Brain Funct 14, 11 (2018). https://doi.org/10.1186/s12993-018-0143-x

Fiks, A. G., Mayne, S., Debartolo, E., Power, T. J., & Guevara, J. P. (2013). Parental preferences and goals regarding ADHD treatment. Pediatrics, 132(4), 692-702. https://doi.org/10.1542/peds.2013-0152

Friedman, L. M., Rapport, M. D., & Fabrikant-Abzug, G. (2022). Consistently inconsistent working memory performance among children with ADHD: Evidence of Response Accuracy Variability (RAV). Journal of Psychopathology and Behavioral Assessment, 44(3), 787-799. https://doi.org/10.1007/s10862-022-09967-7

Geng, G. (2011). Investigation of Teachers' Verbal and Non-verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment, Australian Journal of Teacher Education: Vol. 36: Iss. 7, Article 2.http://ro.ecu.edu.au/ajte/vol36/iss7/2

Goldstein, S., & Naglieri, J. A. (Eds.). (2014). Handbook of executive functioning. Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-8106-5

Groen, Y., Priegnitz, U., Fuermaier, A. B. M., Tucha, L., Tucha, O., Aschenbrenner, S., Weisbrod, M., & Garcia Pimenta, M. (2020). Testing the relation between ADHD and hyperfocus experiences. Research in developmental disabilities, 107, 103789. https://doi.org/10.1016/j.ridd.2020.103789

Hoogman, M., Bralten, J., Hibar, D. P., Mennes, M., Zwiers, M. P., Schweren, L. S. J., van Hulzen, K. J. E., Medland, S. E., Shumskaya, E., Jahanshad, N., Zeeuw, P., Szekely, E., Sudre, G., Wolfers, T., Onnink, A. M. H., Dammers, J. T., Mostert, J. C., Vives-Gilabert, Y., Kohls, G., Oberwelland, E., ... Franke, B. (2017). Subcortical brain volume differences in participants with attention deficit hyperactivity disorder in children and adults: a cross-sectional mega-analysis. The Lancet. Psychiatry, 4(4), 310-319. https://doi.org/10.1016/S2215-0366(17)30049-4

Jangmo, A., Stålhandske, A., Chang, Z., Chen, Q., Almqvist, C., Feldman, I., Bulik, C. M., Lichtenstein, P., D'Onofrio, B., Kuja-Halkola, R., & Larsson, H. (2019). Attention-Deficit/Hyperactivity Disorder, School Performance, and Effect of Medication. Journal of the American Academy of Child and Adolescent Psychiatry, 58(4), 423-432. https://doi.org/10.1016/j.jaac.2018.11.014

Kolko, D. J., Hart, J. A., Campo, J., Sakolsky, D., Rounds, J., Wolraich, M. L., & Wisniewski, S. R. (2020). Effects of Collaborative Care for Comorbid Attention Deficit Hyperactivity Disorder Among Children With Behavior Problems in Pediatric Primary Care. Clinical pediatrics, 59(8), 787-800. https://doi.org/10.1177/0009922820920013

Mattingly, G. W., Wilson, J., & Rostain, A. L. (2017). A clinician's guide to ADHD treatment options. Postgraduate medicine, 129(7), 657-666. https://doi.org/10.1080/00325481.2017.1354648

Riccio, C. A., Gonzalez, J. J., & Hynd, G. W. (1994). Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities. Learning Disability Quarterly, 17(4), 311-322. https://doi.org/10.2307/1511127

Sibley, M. H., Arnold, L. E., Swanson, J. M., Hechtman, L. T., Kennedy, T. M., Owens, E., Molina, B. S. G., Jensen, P. S., Hinshaw, S. P., Roy, A., Chronis-Tuscano, A., Newcorn, J. H., Rohde, L. A., & MTA Cooperative Group (2022). Variable Patterns of Remission From ADHD in the Multimodal Treatment Study of ADHD. The American journal of psychiatry, 179(2), 142-151. https://doi.org/10.1176/appi.ajp.2021.21010032

Visser, S. N., Danielson, M. L., Bitsko, R. H., Holbrook, J. R., Kogan, M. D., Ghandour, R. M., Perou, R., & Blumberg, S. J. (2014). Trends in the parent-report of health care provider-diagnosed and medicated attention-deficit/hyperactivity disorder: United States, 2003-2011. Journal of the American Academy of Child and Adolescent Psychiatry, 53(1), 34-46.e2. https://doi.org/10.1016/j.jaac.2013.09.001

Wilens, T. E., Biederman, J., Faraone, S. V., Martelon, M., Westerberg, D., & Spencer, T. J. (2009). Presenting ADHD symptoms, subtypes, and comorbid disorders in clinically referred adults with ADHD. The Journal of Clinical Psychiatry, 70(11), 1557-1562. https://doi.org/10.4088/JCP.08m04785pur

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Discover how ADHD affects learning in students and explore strategies to overcome its challenges. Learn how to support ADHD individuals in their journey.

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¿Cómo influye el TDAH en el rendimiento escolar y académico?

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¿Cómo influye el TDAH en el rendimiento escolar y académico?

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El TDAH influye negativamente en el rendimiento escolar y académico principalmente debido a la dificultad para mantener la atención, la impulsividad y la hiperactividad, lo que lleva a problemas de concentración, incumplimiento de tareas y dificultades organizativas. Esto puede resultar en calificaciones más bajas, la repetición de cursos o incluso el abandono escolar. Las personas con TDAH pueden tener que luchar más para adquirir los conocimientos, ya que se distraen fácilmente en clase y les cuesta seguir las instrucciones y completar las tareas a tiempo.

La mayoría de los niños con TDAH comienzan la escuela antes de ser diagnosticados con TDAH. En algunos casos, los maestros son los primeros que notan posibles síntomas de TDAH. Quizás lo hablen con los padres del niño. Los padres pueden llevar a su hijo a un profesional del cuidado de la salud para que lo evalúe y determine si se trata de TDAH.

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¿Qué emociones suelen sentir las personas que tienen TDAH?

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¿Qué emociones suelen sentir las personas que tienen TDAH?

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Las personas con TDAH tienen las mismas emociones que los demás. Lo que es diferente es que a menudo sienten estas emociones con más intensidad. También sus emociones duran más y pueden afectar la vida diaria.

Por eso, las personas con TDAH pueden:

Sentirse agobiadas por el desánimo, la frustración o la ira.

Abandonar muy rápido a lo que sea que estén haciendo.

Evitar interactuar con los demás.

Las niños con TDAH suelen manejar sus emociones mejor a medida que crecen. Pero algunos continúan teniendo dificultades en la adultez. En cualquier caso, se puede aprender a controlar las emociones a cualquier edad.

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De un vistazo

Un síntoma común del TDAH es tener dificultad para controlar las emociones.

Con el TDAH las emociones pueden ser más intensas y entorpecer la vida diaria.

Existen maneras de ayudar a su hijo a controlar sus emociones.

Muchas personas saben cuáles son los principales síntomas del TDAH. La dificultad para enfocarse y la impulsividad son los más comunes. Pero un desafío que no se suele mencionar es la dificultad para manejar las emociones.

Las personas con TDAH tienen las mismas emociones que los demás. Lo que es diferente es que a menudo sienten estas emociones con más intensidad. También sus emociones duran más y pueden afectar la vida diaria.

Por eso, las personas con TDAH pueden:

Sentirse agobiadas por el desánimo, la frustración o la ira.

Abandonar muy rápido a lo que sea que estén haciendo.

Evitar interactuar con los demás.

Las niños con TDAH suelen manejar sus emociones mejor a medida que crecen. Pero algunos continúan teniendo dificultades en la adultez. En cualquier caso, se puede aprender a controlar las emociones a cualquier edad.

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Un síntoma común del TDAH es tener dificultad para controlar las emociones. Conozca por qué los niños con TDAH pueden tener dificultad para manejar sus emociones, y cómo ayudar.

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¿De qué manera puede afectar el TDAH a los niños en la escuela?

El TDAH puede afectar la capacidad de los estudiantes para concentrarse, prestar atención, escuchar o esforzarse para hacer el trabajo escolar. El TDAH también puede hacer que un estudiante esté inquieto, movedizo, hable demasiado o interrumpa la clase. Es posible que los niños con TDAH también tengan trastornos del aprendizaje que les causan problemas en la escuela.

La mayoría de los niños con TDAH comienzan la escuela antes de ser diagnosticados con TDAH. En algunos casos, los maestros son los primeros que notan posibles síntomas de TDAH. Quizás lo hablen con los padres del niño. Los padres pueden llevar a su hijo a un profesional del cuidado de la salud para que lo evalúe y determine si se trata de TDAH.

¿De qué manera pueden ayudar los maestros a los niños con TDAH?

Informe a todos los maestros que su hijo tiene TDAH.

Los maestros pueden ayudar a saber si su hijo necesita un IEP (programa educativo individualizado) o un plan 504.

Un IEP es un plan escrito que proporciona una educación especial individualizada, con todos los servicios implicados. Es posible que el maestro de su hijo sugiera que le hagan una evaluación para saber si su hijo podría beneficiarse con un IEP.

Un plan 54 proporciona servicios y hace cambios en el entorno de aprendizaje para satisfacer las necesidades del niño.

Los maestros pueden hablar con usted acerca del avance del niño. Pídale al maestro que le informe cómo le está yendo a su hijo. Una de las formas de compartir notas acerca de los avances consiste en utilizar una carpeta compartida entre usted y los maestros del niño.

Los maestros pueden centrarse en las necesidades de su hijo. Cada estudiante con TDAH es diferente. Algunos necesitan ayuda para prestar atención y controlar las distracciones. Algunos necesitan ayuda para mantenerse organizados. Otros necesitan ayuda para comenzar a trabajar o para terminar su trabajo una vez que lo comienzan. Algunos estudiantes con TDAH tienen problemas para mantenerse sentados o trabajar en silencio. Pregúntele al maestro de qué manera afecta el TDAH a su hijo en la clase y qué puede hacer para ayudar a su hijo con el trabajo escolar.

Los maestros pueden ayudar a su hijo a alcanzar el éxito. Según las necesidades de un estudiante, un maestro puede hacer cosas como las siguientes:

Sentar a un estudiante en un lugar con menos distracciones.

Darle instrucciones claras y breves.

Tener reglas y rutinas sencillas en la clase.

Ser afectuoso, alentador y positivo.

Felicitar al estudiante por los esfuerzos.

Ayudar con la organización.

Guiar a los niños para que se calmen y se tomen su tiempo.

Darles indicaciones para que no se desconcentren.

Darles descansos para que se muevan en la clase.

Darles más tiempo para completar el trabajo.

Enseñarles a los estudiantes a revisar su trabajo y detectar errores por descuido.

En el caso de los estudiantes más grandes, los maestros también pueden hacer lo siguiente:

Enseñarles técnicas de estudio como tomar apuntes, leer en voz alta y practicar para las evaluaciones.

Dividir los proyectos y asignaciones de varios pasos en partes más pequeñas.

Los maestros pueden sacar a relucir lo mejor de su hijo. Cuando los maestros ven lo mejor de los estudiantes, los estudiantes ven lo mejor de sí mismos. Los maestros pueden transmitir que cada estudiante puede crecer, aprender y tener éxito; sin importar si tiene TDAH o no.

Fecha de revisión: junio de 2020

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El TDAH puede afectar la capacidad de los estudiantes para concentrarse, prestar atención, escuchar o esforzarse para hacer el trabajo escolar. En algunos casos, los maestros son los primeros que notan posibles síntomas de TDAH.

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Empezamos a hacer el canva con la información ya buscada

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Neuropsychologist in Arlington Heights, IL

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Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that affects children and adults. As it often involves symptoms such as hyperactivity, inattention, and impulsiveness, ADHD can make it difficult to focus on daily tasks. While treatment often involves medication and therapy, many people look for alternative strategies to help manage their symptoms. One such method gaining popularity is the use of fidget toys. But do fidget toys really help with ADHD? Let's explore their potential benefits and how they work.

What Is ADHD? The Basics Explained

ADHD is a condition that affects millions of people around the world and is commonly diagnosed in childhood. People with ADHD may struggle with maintaining attention on tasks, following instructions, and regulating their emotions. Symptoms can manifest in various ways, from struggling to sit still to impulsive decision-making.

ADHD is treated with a combination of medication, such as stimulants or non-stimulants, therapy, and lifestyle adjustments. However, many people may look for additional strategies, such as using fidget toys, to manage symptoms. Fidget toys are one of the newer approaches being explored in ADHD treatment, claiming to improve focus and reduce anxiety.

What Are Fidget Toys? Definition and Purpose

Fidget toys are small handheld tools designed to engage the sense of touch and provide an outlet for excess energy. They typically involve repetitive movements or actions, such as spinning, squeezing, or clicking. Some common types include:

Fidget spinners

Fidget cubes

Squishy toys

Textured putty

The goal of fidget toys that help with ADHD is to provide a sensory outlet that can help reduce restlessness, increase concentration, and relieve stress.

What Does the Research Say?

Previous research by Julie Schweitzer showed that fidgeting without a device improved cognitive function in children with ADHD. A study using a baseline, intervention, withdrawal of intervention, and reintroduction of intervention (ABAB) or withdrawal design found that access to a Fidget Cube didn't help attention difficulties for three third graders in the study. Using fidget spinners in a classroom was associated with a decrease in gross motor activity but didn't improve attention. However, a study by Aspiranti and Hulac (2021) found greater on-task rates for students with ADHD when using a fidget spinner.

Simple fidgeting tools such as textured putty or squeezy balls can be helpful, while fidget spinners can be distracting. According to Matthew Lorber MD, a child psychiatrist in New York, if you're trying to focus on a task but your hands are busy doing something else, it forces your brain to focus on the task at hand. Professionals treating ADHD often see fidget toys as distractions, as they can capture the user's attention and distract other students. Brief amounts of exercise are beneficial in addition to or instead of using fidget toys for improving attention in children with ADHD.

How Do Fidget Toys Help? Addressing Symptoms of ADHD

While research on fidget toys and ADHD is still evolving, many studies suggest they can offer certain benefits. There are various anecdotal benefits of fidget toys.

Improved Focus

Fidget tools for ADHD offer a way to engage the hands, which can help people concentrate better on the task at hand. Studies have shown that for some people, engaging in light fidgeting can increase cognitive function by encouraging the brain to focus more on the task itself rather than becoming distracted by external stimuli. In short, fidgeting may act as a gentle distraction from other distractions.

Reduction in Restlessness

Many individuals with ADHD experience restlessness or hyperactivity. Fidget toys provide an outlet for this excess energy. Moving or manipulating the toy can reduce the need for more disruptive movements, such as tapping feet or shifting in seats. Some research has shown that simple tools such as squeezy balls or textured putty can be particularly effective for this purpose.

Reduced Stress and Anxiety

Fidget toys can help reduce stress and anxiety, which are common in those with ADHD. The repetitive nature of fidgeting can have a calming effect, lowering stress levels. This can be particularly beneficial in environments that require prolonged focus, such as classrooms or offices.

Enhanced Emotional Regulation

ADHD often affects emotional regulation, leading to impulsive reactions and difficulty managing emotions. Fidget toys can help people with ADHD redirect energy productively. This offers a more controlled outlet for emotions and helps manage emotional outbursts.

Varieties of Fidget Toys: From Spinners to Squishies

Fidget toys come in various shapes, sizes, and functions. Different types may work better for different people depending on their preferences and needs. Here are some of the best fidget toys for ADHD:

Fidget spinners: These small, spinning devices became a viral sensation and remain popular for those with ADHD. While some research suggests they may help with restlessness, they can be distracting in certain environments, such as classrooms.

Fidget cubes: These cubes feature multiple buttons, switches, and dials that can be clicked, pressed, or rotated. They're designed to provide a tactile experience, making them useful for those who need something to engage their hands while thinking.

Squishy toys: Soft, squeezable toys can help release tension. The act of squeezing can provide a sensory experience that calms the user.

Textured putty: Putty or clay-like substances that can be molded and squished. This type of fidget toy can help people focus on tasks without making noise or drawing attention.

Do Fidget Toys Help With ADHD?

Fidget toys may offer benefits for those with ADHD, such as increased concentration and an outlet for restless energy. However, their effectiveness varies depending on the person and the type of ADHD. While some studies show that fidget toys help with attention and focus, others find they may be distracting. If you or someone you know has ADHD, it may be worth trying fidget toys to see if they help.

When selecting fidget toys for ADHD, some people prefer quiet toys that don't attract attention, while others benefit from toys with more movement or sound. Finding the right toy and using it in the right context is key. As research on this subject continues, fidget toys may become an increasingly valuable tool for managing ADHD.

Visit NeuroHealth for Neuropsychological Testing

Always remember to consult with a healthcare professional to determine the best approach for managing ADHD. If you suspect you or your child may have ADHD, visit NeuroHealth for a neuropsychological assessment. Our expert team can help assess ADHD symptoms and offer guidance on effective treatments tailored to your or your child's needs. Contact us today to arrange an assessment in Arlington Heights.

Image by Paola Andrea is licensed with Unsplash License

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ADHD can make it difficult to focus on daily tasks. An increasingly popular method for managing symptoms is the use of fidget toys.

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¿Qué objetos antiestrés pueden recurrir las personas con TDAH para calmarse o desestresarse?

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¿Qué objetos antiestrés pueden recurrir las personas con TDAH para calmarse o desestresarse?

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Las personas con TDAH pueden utilizar objetos antiestrés como pelotas antiestrés, slime (masilla), cubos con diferentes actividades "pop-its" y "spinner" (giroscopios) para calmarse o concentrarse, ya que les ayudan a liberar tensión y mantener las manos ocupadas de forma discreta. La elección depende de las necesidades sensoriales individuales; mientras que algunos prefieren texturas y movimientos repetitivos, otros buscan algo más silencioso o con más variedad de estímulos.

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El bajo rendimiento escolar es la tónica generalizada en estudiantes con TDAH. Un 20% de niños hiperactivos, experimentan trastornos específicos de aprendizaje en habilidades instrumentales como: lectura, escritura y/o cálculo. Estas dificultades pueden aparecer durante la etapa de infantil o de forma progresiva conforme aumenta la exigencia en los cursos académicos.

Tienen dificultades en la adquisición de una lectura adecuada, así como en captar las ideas principales del texto cuando éstas no aparecen de forma explícita. Fracasan en la composición escrita, lo que genera actitudes de rechazo hacia al escritura. Las dificultades cognitivas asociadas al TDAH interfieren en múltiples formas con el aprendizaje de las matemáticas: la impulsividad les lleva a cometer errores en las operaciones debido a la precipitación; no analizan los signos, pueden cambiar el algoritmo de la suma por el de la resta o restar el número mayor del menos sin considerar si se corresponde con el sustraendo. La impulsividad provoca la respuesta inmediata a los problemas antes de haberlos leído y no aplican una estrategia organizada para resolverlos.

Es importante diferenciar los conceptos de dificultad y trastorno, puesto que no representan lo mismo y requerirán un abordaje distinto.

Dificultad de aprendizaje: hace referencia a una disminución del ritmo o de la calidad de los aprendizajes, por diferentes motivos, como: la edad, situación sociocultural o patologías médicas específicas.

Trastorno de aprendizaje: hace referencia a una alteración específica de los mecanismos cerebrales necesarios para el procesamiento de la información o de la expresión de los conocimientos adquiridos.

Por lo tanto, un trastorno específico de aprendizaje conduce a una dificultad en los aprendizajes escolares. Ambas situaciones pueden estar presentes en un niño con TDAH. No obstante, un niño con rendimiento académico bajo puede tener como causa un TDAH sin la existencia de un trastorno específico de aprendizaje asociado.

A continuación podemos ver las posibles causas de dificultad en los aprendizajes escolares:

Hipoacusias.

Trastornos endocrinos-nutricionales.

Disfuncionalidades socioemocionales.

TDAH.

Trastornos específicos del aprenidzaje.

Trastornos específicos del desarrollo del lenguaje.

Discapacidad intelectual.

Etc.

Los trastornos específicos según el DSM - 5 que influyen en el rendimiento escolar de los afectados por TDAH son los siguientes:

Dificultad en la lectura: afecta a la corrección de la lectura, su fluidez, velocidad y/o comprensión.

Dificultad en la expresión escrita: afecta a la corrección ortográfica, gramatical y de puntuación, así como a la claridad y organización de la expresión escrita.

Dificultad matemática: afecta al sentido de los números, operaciones aritméticas, calculo correcto y fluido o razonamiento matemático concreto.

García-Pérez A, Aguilera-Albesa S, Verdú Pérez A. Sección XV. Algoritmos diagnósticos. 14. Dificultades de aprendizaje, págs 1111-16. En: Verdú A y eds., Manual de Neurología Infantil, 2ª ed. Panamericana, 2014.

American Psychiatric Association. Guía de consulta del DSM-5. American Psychiatric Publishing: Washington DC, 2014.

S. Aguilera Albesa, A. Mosquera Gorostidi, M. Blanco Beregaña `Revista de Pediatría Integral Volumen XVIII / Nº 09 / Noviembre 2014 / Curso V` Unidad de Neuropediatría. Departamento de Pediatría. Complejo Hospitalario de Navarra. Centro Neurológico de Atención Integral (CNAI) Imarcoain, Navarra

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El bajo rendimiento escolar es la tónica generalizada en estudiantes con TDAH. Un 20% de niños hiperactivos, experimentan trastornos específicos de aprendizaje en habilidades instrumentales como: lectura, escritura y/o cálculo. Estas dificultades pueden aparecer durante la etapa de infantil o de forma progresiva conforme aumenta la exigencia en los cursos académicos.

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15/10: Nos reunimos con nuestra tutora (Male) para revisar el proyecto.

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15/10: Nos reunimos con nuestra tutora (Male) para revisar el proyecto.