Exceptional Learner Project: ADHD by

Common Characteristics of ADHD

heckashley7 — 2024-10-10 19:27:41 UTC

There are many characteristics that fit the description of students with Attention Deficit Hyperactivity Disorder, rather known as ADHD. A few of these include:

-Working memory challenges. This means that these students have a difficult time retaining information while remembering what they are to do with that information. They are also more likely to get off task rather than remain focused.

-Inhibition challenges: This includes students that are likely to move around, talk, and touch things/others more than other students. These students are also more likely to be impatient, as they prefer immediate results rather than working and waiting for later results.

-Attention and persistence challenges: These students struggle with figuring out what they need to do next in a task or situation. They also have more of a hard time deciding what to do with their future rather than the current moment.

Prevalence of ADHD

heckashley7 — 2024-10-10 19:27:51 UTC

According to the Exceptional Lives Textbook, 7.2% of younger children around the world are diagnosed with ADHD, and some areas of the United States range from 9-15%. Roughly 9.4% (or 6.1 million) school age students worldwide have ADHD.

Evaluation

heckashley7 — 2024-10-10 19:28:07 UTC

In order for a child or student to get diagnosed with ADHD, they must get evaluated by a pediatrician, psychiatrist, or psychologist. There are a few ways to determine if a child or student should be diagnosed with ADHD. Many people use medical evaluation as well as behavior rating scales, interviews, psychological testing, and behavioral observations. The Conners-3 Scale is the initial evaluation scale. There are also the Teacher Rating Scale, Parent Rating Scale, and Self-Report Rating Scale, all within the Conners-3 Scale. Once diagnosed, the next step and most common way to identify what kind of ADHD students have, many professionals use the ADDES-3 (Attention Deficit Disorder Evaluation Scale). This scale has three scales within it, consisting of the ADDES-3, the Early Childhood Attention Deficit Disorders Evaluation Scale, and the Attention Deficit Disorders Scale-Secondary Age Student. The ADDES-3 and the other scales within it evaluates ADHD in students in the range of 4 to 18 year olds. This scale is very effective in measuring inattention severity.

Supports and Instruction

heckashley7 — 2024-10-10 19:28:33 UTC

There are many ways to help and support students that have ADHD. Some of these include:

-Medication: This support strategy consists of giving students medication that will help them to be more focused, aware, and on task. Medicines such as vyvanse or adderall are mostly used to help decrease ADHD symptoms. These students can benefit as it allows them to work better without having to struggle with their daily symptoms. A challenge to this would be that some prescription medications have to up their dosage which can be dangerous as students can gain a tolerance to these medications or even face addiction and dependency in the future.

-Preferential seating: This strategy consists of strategically placing students with ADHD where they will get the most support and the best of their education. This consists of putting students at a place where they will not be too distracted, can get the most benefit of their learning, and also somewhat near a teacher so they are aided support without having to struggle. This benefits the students because they are placed in a spot for their personal well-being and growth. A challenge to this strategy may be that these students still struggle to fight distractions, as a classroom in general is a place of distraction.

-Social skills training: Even though this support strategy is limited in availability, it is still a system of support. There are two recommended approaches to this, which are to provide prompts and positive feedback to students at the point of social interaction in real-life peer situations and to encourage and guide peers in being more socially welcoming and accepting. This helps students with ADHD who struggle more on social skills. The challenge to this strategy is that not all students with ADHD have social problems, so it is not effective for everyone.