Understanding ADHD

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Last updated 7 years ago

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Understanding ADHD

Understanding ADHD

Types of ADHD

ADHD predominantly inattentive type - difficulty sustaining attention - lack of follow through - lack of organization - distracted easilyADHD predominantly hyperactive-impulsive type - often squirms or won't sit still - roams around the classroom during activity time - difficulty participating in quiet activitiesADHD combined type - trouble taking turns - interrupts conversations - answers questions before the appropriate time

Causes of ADHD

Biology-Biological factors are present in students with ADHD because of improperly functioning neurotransmitters. "Students with ADHD show a decrease in brain activity (during a difficult task)" (Powell & Driver, 2013, sec.5.4. As a teacher it is important to also be aware how we can help biological effects through environmental changes. "The brain is involved in the intake and processing of information...Many students with ADHD experience sensory overload (i.e., too many noises or too much visual activity in the classroom" (Powell & Driver, 2013, sec. 5.4).

Genetic-The statistics of ADHD increases for students who have a family member with an ADHD diagnosis. "One-third of students with ADHD have a sibling with ADHD...half of students with ADHD have a parent with ADHD" (Powell & Driver, 2013, sec. 5.4).

Environment-Environmental factors that can affect the development of ADHD starts before birth and continues throughout the early stages of development. Maternal health choices during pregnancy, birth weight, food consumption, and home life stability are some of these factors.

It is important to diagnose a child with ADHD as early as possible so that they can begin receiving medication and services. "In order to make sure children with ADHD reach their full potential, it is very important to get help as soon as possible" (CDC, 2013, para. 2). For this reason teachers should be on the lookout for signs such as being forgetful, distracted, constantly moving, difficulty following instruction, and making careless mistakes on homework. ADHD falls under IDEA 2004 OHI (other health impairment). Children with ADHD receive either an IEP or 504 plan so that modifications or accommodations can be made for them. Two examples of helpful ideas are for the teacher to provide notes on the daily subject home with the child so they can review with their parents. This could be of great help for a child that has difficulty focusing in the classroom. The second idea is for the child to have two sets of books. Having one set at school and one at home allows the child to not have to remember to take the books back and forth. Remember ADHD is best helped through trial and error. Be patient and work with the parents to get the best results.

ResoursesCDC. (2013) What you need to know about ADHD. Retrieved from www.cdc.gov.Powell, S. R. & Driver, M. K. (2013). Working with exceptional students: An introduction to special education. San Diego, CA: Bridgepoint Education, Inc.


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