Chapter 14
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
Copyright
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© Allyn
Allyn &
& Bacon
Bacon 2008
2008
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1902 -First description by Dr. George Still
1920s – Children who survived encephalitis
lethargica often were distractible and impulsive
1930s – Dr. Charles Bradley used stimulant
medication to control children’s behavior
1960s – term hyperactive was used
Today – research on the brain’s role in ADHD
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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A pervasive pattern of inattention,
impulsivity,
and/or
hyperactivityimpulsivity that is more frequent and
severe than is typically observed in
individuals at a comparable level of
development.
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Predominately inattentive
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Predominately
hyperactive/impulsive
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Combined
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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 Approximately 3-5% of the school-aged population is
identified as having AD/HD.
 More prevalent in males than females
 20% - hyperactive/impulsive type
 75% of 4 to 6 year olds have hyperactive/impulsive
type.
 70% continue ADHD into adolescence.
 50% continue ADHD into adulthood.
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distribution without the prior written consent of McGraw-Hill Education.
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
Copyright © Allyn & Bacon 2008
Physiological causes
 Heredity
 Brain differences
 Environmental Causes
 Lead poisoning
 Maternal prenatal smoking
and alcohol consumption
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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“Copyright© Allyn & Bacon 2006”
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Problems with Executive Functioning
 Working memory is not efficient
 Self-directed speech not utilized effectively
 Difficulty controlling emotions or
motivation
 Reconstitution – the ability to break down
what is observed and to combine parts to
carry out new actions
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Some students are very successful
academically
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Other students consistently achieve below
their potential
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Academic self-concept is important
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Self-esteem is a problem for some, but not all,
students with ADHD
 Students often have problems coping with
social functioning
 Developing and maintaining friendships
 Rejection by peers
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Failure to attend to details
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Make careless mistakes in work
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Failure to complete schoolwork
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Failure to listen when spoken to directly
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Difficulty organizing tasks and materials
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Avoidance of tasks that require sustained
mental effort
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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ADHD may occur simultaneously with other
disorders such as:
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Learning disabilities
Tourette’s syndrome
Emotional disabilities
Autism
Traumatic brain injury
Psychiatric disorders
Sleep disorders
Substance abuse problems
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Medical Diagnosis
 Pediatrician, psychologist, psychiatrist
 Diagnosis may occur before child enters school
 Educational referrals may come from
 Child’s classroom teacher
 Special education teacher
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Medical assessment
 Continuous performance tests
 DISC IV (Diagnostic Interview Schedule for
Children)
 Parent rating scales and checklists – BASC, CBCL
 Teacher rating scales and checklists
 Samples of student’s work
 Anecdotal information
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Behavior
Gifted Students
ADHD
Poor sustained
attention
Only in specific
situations, e.g., when
bored
Difficulty in most
situations
Impulsivity
Good judgment lags
behind intellectual
development
Primary characteristic of
ADHD
Problems with
Rules
Question rules and
create their own
Inability to regulate
behavior
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Does the ADHD “adversely affect” the
student’s educational performance?
 Not all students with ADHD are eligible
 Students who are not eligible for IDEA may
qualify for accommodations under Section
504
 Students may be eligible because they also
have a learning or emotional disability
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Diagnosis at an early age is
difficult.
 If children’s symptoms of
ADHD are severe, early
intervention is crucial.
 Children may need a highly
structured environment,
immediate and consistent
feedback, and age-appropriate
rewards.
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Many students receive their education in
general education classrooms.
 Professionals must collaborate with parents to
find effective techniques for students with
ADHD.
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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The use of medication is controversial.
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The decision to prescribe medication only
indirectly involves school personnel.
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Medication is helpful for many (70-80%)
students for whom it is prescribed.
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Medication alone is not sufficient to improve
academic performance
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Ritalin
Concerta
Focalin
Adderall
Strattera
Vyvanse
Intuniv
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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General education curriculum
Strategies to support academics
Self-regulation strategies for adolescents
Counseling services for transition
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distribution without the prior written consent of McGraw-Hill Education.
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Parent management training
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Environmental supports for students
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Behavior interventions
 Rewards
 Token economy systems
 Structure
 Quick Pace
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Task analysis
Clear consistent rules
Repetitious verbal instructions
Advance organizers
Cognitive (learning) strategies
Direct instruction
Cognitive behavior modification
Precision teaching
Behavioral intervention techniques (reward and retrain)
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distribution without the prior written consent of McGraw-Hill Education.
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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 Establish structure and routine.
 Arrange environment to maximize attention on the
teacher and lessons.
 Minimize distractions.
 Establish routines and visual schedules.
 Provide study carrels.
 Use interactive materials.
 Plan purposeful movement.
 Provide larger work spaces.
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or
distribution without the prior written consent of McGraw-Hill Education.
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Provide:
Structure
Quick pace
Variety
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Have realistic expectations of parents
Encourage parents to be good role models
Help parents have realistic expectations
Make related resources available
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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