ADHD
Session aims and objectives
Aim:
To explore the characteristics of ADHD
and the impact for classroom management /
individual support
Objectives:
 To be aware of the symptoms of different
types of ADHD
 To analyse suggested causes of ADHD
 To evaluate school support strategies
What is ADHD?
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ADHD is a condition of the brain
that makes it difficult for children to
control their behaviour.
It is one of the most common
chronic conditions of childhood.
It affects at least 3% of school-aged
children.
About 3 times more boys than girls
are diagnosed with ADHD.
AD(H)D
Inattention
Hyperactivity
Impulsivity
Common symptoms of ADHD include:
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◦
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a short attention span
restlessness
being easily distracted
constant fidgeting
ADHD has no effect on intelligence
http://www.n
hs.uk/conditi
ons/attention
-deficithyperactivitydisorder/Pag
es/Introducti
on.aspx
Symptoms of ADHD
Symptom
Inattention
How a child with this symptom may
behave
Often has a hard time paying attention,
daydreams
Often does not seem to listen
Is easily distracted from work or play
Often does not seem to care about details,
makes careless mistakes
Frequently does not follow through on
instructions or finish tasks
Is disorganized; frequently loses a lot of
important things
Often forgets things
Frequently avoids doing things that require
ongoing mental effort
Symptoms of ADHD
How a child with this symptom may
Symptom
behave
Is in constant motion, as if "driven by a
motor"
Cannot stay seated
Frequently squirms and fidgets
Hyperactivity
Talks too much
Often runs, jumps, and climbs when this is
not permitted
Cannot play quietly
Symptoms of ADHD
Symptom
Impulsivity
How a child with this symptom may
behave
Frequently acts and speaks without
thinking
May run into the street without looking
for traffic first
Frequently has trouble taking turns
Cannot wait for things
Often calls out answers before the
question is complete
Frequently interrupts others
ADHD and me
BBC i-player
Radio 4 programme
23 May 2011
Rory Bremner
http://www.bbc.co.uk/ip
layer/episode/b011c0nn
/ADHD_and_Me/
Types of ADHD

Inattentive only (formerly known as attention-deficit
disorder [ADD])
Children with this form of ADHD are not overly active. Because they
do not disrupt the classroom or other activities, their symptoms may
not be noticed. Among girls with ADHD, this form is more common.

Hyperactive/Impulsive
Children with this type of ADHD show both hyperactive and impulsive
behaviour, but can pay attention. They are the least common group and
are frequently younger.

Combined Inattentive/Hyperactive/Impulsive
Children with this type of ADHD show a number of symptoms in all 3
dimensions. It is the type that most people think of when they think of
ADHD.
Boys more hyperactive; girls more inattentive
Diagnosing ADHD
Depends on a set of strict criteria – DSM-IV
Must have six or more symptoms of inattentiveness, or six or more
symptoms of hyperactivity and impulsiveness:
been displaying symptoms continuously for at least six months
started to show symptoms before the age of seven – although in some
cases a diagnosis can still be made if symptoms do not start until after
this age
been showing symptoms in at least two different settings – for
example, at home and at school, to rule out the possibility that the
behaviour is just a reaction to certain teachers or to parental control
symptoms that make their lives considerably more difficult, on a social,
academic or occupational level
symptoms that are not just part of a developmental disorder or
difficult phase, and are not accounted for by another condition
Assessment
• Observations
• Physical tests –
fine and gross
motor skills
• Written comments
from teachers /
home behaviour
diary
• Written or oral
tests to test how
the child
expresses himself
and understanding
e.g. IQ tests,
Other problems
(Comorbid disorders)
Sleep problems
 Anxiety & depression (more in girls)
 Oppositional defiant disorder (35%),
conduct disorder (26%) & bi-polar
disorder (25%) especially in older
children/adults
 Untreated adults often have chaotic
lifestyles & are more likely to have
dependency on alcohol /non-prescription
drugs and spend time in prison

Causes of ADHD

Genetics (75%)
Dopamine –transporters
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Evolutionary theories (Hartmann, 2003) – ‘hunter’
charcs – searching/seeking rather than staying put
(farmer charcs)
Environmental – exposure to smoking, alcohol,
infections, pesticides during pregnancy (????)
Diet – e-numbers
Social – emotional abuse/mental health issues
Low arousal theory – insufficient stimulus from
the environment, therefore create their own
Diet
Daily Mail 10 Jan 2011
Conflicting evidence on the impact of
restricted diets and supplements
?link between western diet and ADHD
Eating high-sugar and high-fat foods 
Eating omega-3 fatty aids + whole foods 
? Additive-free Feingold diet
? Use of a food diary to check impact
Paracetamol & pregnancy
The Times 25 Feb 2014
Use of paracetamol during pregnancy leads
to higher risk of ADHD in the child
64 000 mothers in Denmark
The more paracetamol taken + the closer
to birth; the greater the risk
Disruption to hormones leading to possible
damage to nervous system
http://www.thetimes.co.uk/tto/health/news/article4015213.ece
What does this mean in school?
Inattentive
 Difficulty in maintaining focus
 Day dreaming / struggles to follow
instructions
Hyperactive
 Constantly in motion/fidgets/ talks nonstop
Impulsive
 Impatient/inappropriate comments
Management strategies
Impulsivity
Hyperactivity
Inattention
Are the strategies you
use in school effective?
What else could be used?
Case studies
Activity
Look at the reading(s) on the VLE
What are the consequences of not
diagnosing ADHD before a young person
leaves school?
Critically evaluate the reading
Plenary
One minute summary:
Identify the 3 key symptoms of ADHD
Identify one suggested cause of ADHD
Identify one aspect of school support
strategies that is effective /could be
improved.
Further reading & resources
ADHD UK http://aadduk.org/
 ADDISS http://www.addiss.co.uk/
 Net doctor
http://www.netdoctor.co.uk/adhd/
 Links to research articles
http://aadduk.org/library/articles/
 Misunderstood
http://www.misunderstood.org.uk/index.htm
 ADD resource
http://www.addresource.com/
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