A presentation on the characteristics of ADHD, Definition, symptoms, how to meet the need of children with ADHD

1. ADHD By
Pepsi
Marinielle
Nguyen
Attention Deficit
Hyperactive Disorder

2. Most professionals rely on the (APA’s) and (DSM)
criteria to determine whether an individual has
ADHD. Over the years, researchers and
practitioners have debated whether ADHD is a
single syndrome or whether there are subtypes.
Partly as a result of this debate the name of this
condition has changed overtime. For example, for
several years, the APA used the general term (ADD)
to refer to all the people with the condition. It then
allowed for the subtypes of ADD with hyperactivity
and ADD without hyperactivity.

3. For short : Attention
deficit hyperactivity
disorder is a term that
has emerged from
attempts to describe
inattentive, overactive
and impulsive
behaviour.

4. Most authorities agree
that there are four
important components to
assessing whether a
student has ADHD: a
medical examination, a
clinical interview, teacher
and parent rating scales,
and behavioral
observations.

5. -is necessary to rule out
medical conditions, such
as brain tumors, thyroid
problems, or seizure
disorders, as the cause
of the inattention/or
hyperactivity (Barkley
and Edwards, 2006).

6. -provides information about the child’s physical
and psychological characteristics, as well as
family dynamics and interaction with peers.
Although the interview is essential to the
diagnosis of ADHD, clinicians need to recognize
the subjective nature of the interview situation.
Some children with ADHD can look surprisingly
“normal” in their behavior when in the structured
and novel setting of a doctor’s office.

7. Whenever possible, the clinician should observe
the student. This can be done in the classroom:
*Clinicians who specialize in diagnosing and
treating children with ADHD sometimes have
specially designed observation rooms in which in
which they can observe the child while he or she
performs task requiring sustained attention. In
addition, professionals can use a CPT in the
clinic.

8. • Myth: the primary symptom is
inattention
• Fact: they are facing with
– behavior inhibition( w a i t f o r t h e i r
t u r n , r e s i s t d i s t r a c t i o n )
– Executive function
– Time awareness
– Management

9. • Myth: All children with ADHD are
hyperactive
• Fact: 3 types :
– 1. P r e domin a n t ly in a t t e n t ive t y p e
– 2 . P r e domin a n tl y h y p e r a ctive-
imp ul s iv e t y p e
– 3. c omb in e d t y p e d
Misconceptions about ADHD

10. • Myth: ADHD is primary the result
of brain injury
• Fact: Result of neurological
dysfunction/ hereditary factors

11. • Myth: The social problems of
students with ADHD are due to
their not knowing how to interact
socially
• Fact: they know how to act but the
behavioral inhibition makes it
difficult for them to act
appropriately

12. • Myth: with their condition, the
learning environment must be
highly unstructured
• Fact: most recommended highly
structured most especially in
early stage

13. Prevalence
• begins in childhood and can affect
all areas of a patient’s life.
• 3% - 7% of school-aged children
• Boys outnumber girls 3 to 1
• However, girls may be under
diagnosed.

14. Prevalence in the Philippine
• 80% of adolescents have the symptoms
• 60% of adults show the symptoms
• 40%-50% of children with ADHD have
learning disabilities
• 30%-50% of children with ADHD engage in
disorderly conduct and exhibits signs of
anti-social behavior
• 35% of children with ADHD do not finish
high school
• 25% of children with ADHD oftentimes fight
with other kids
• 20% to 25% of children experience
hyperactivity
• 3-5% of the world population has ADHD

15. Predominantly inattentive (ADHD/I)
 difficulty paying attention/ to
concentrate and complete tasks
 forgetful and easily distracted
 poor organizational skills,
lethargic, sluggish, shy, anxious or
constantly daydreaming
 most often diagnosed in adolescent
girls, and is diagnosed if six or more
symptoms of inattention have
persisted for more than six months.

16. –Pooh type-
Inattentive,
sluggish,
slow-moving,
unmotivated,
daydreamer

17. Predominantly hyperactive/impulsive
(ADHD/HI)
 difficulty controlling behavior
 serious aggressive or oppositional
behavior and antisocial conduct.
 fidget and excessively restless.
 blurt out comments that are
inappropriate and often do not
think before they act.
 diagnosed if six or more symptoms
of hyperactivity and impulsivity
have persisted for more than six
months.

18. Rabbit Type-
over focused,
obsessive,
argumentativ
e

19. Combine type
Combines symptoms of the other
two forms of ADHD
the most common form of ADHD.
diagnosed in boys of
elementary-school age.
diagnosed when six or more
symptoms associated with each
of the two major forms of ADHD
are present.

20. Tigger type-
Hyperactive,
restelessness,
disorganized,
inattention,
impulsivity

21. Who has it and who hasn’t?
Assessment:
–History
–Information (home
and school)
–Observation
–Specific tests

22. How is ADHD Diagnosed?
• There is no actual test that can diagnose
ADHD. New technology such as MRI, PET
and SPECT scans have given us the ability
to view the working parts of the brain,
but they cannot determine if an
individual has ADHD.
• Diagnoses is usually done through the
collaboration of doctors, teachers,
counselors and parents by way of
screening tools and observations of a
child's behaviors.

23. Symptoms
• Often fidgets or squirms about when
seated
• Is easily distracted
• Talks out of turn
• Has trouble with follow through
• Has difficulty staying on task
• Shifts rapidly from one task to another
without completing first task or activity

24. Symptoms
• Talks excessively
• Frequently interrupts or intrudes
• Seldom listens attentively
• Is disorganized: loses assignments,
pencils, toys.
• Often seems unaware of consequences and
so engages in potentially dangerous
behavior.

25. 25

26. Creativity
Flexibility
Enthusiasm and spontaneity
Energy and drive
Positive Traits

27. 1. Have them do things at once.
2. Allow them to respond Orally.
3. Put up Visual and Auditory Blinders.
4.Don’t do everything in every book.
5.Forget what others think. SEE THE GIFT IN
YOUR CHILD.
Meeting the need of children with
ADHD
http://www.westfieldacademy.org/adhd/

28. - Support the transition process
- Time in between asking them to
say/do
- Avoiding overloading student’s
working memory
- Providing visual
- Creating a routine procedures for
daily transitioning
Meeting the need of children with
ADHD

29. - Divide the instruction into consistent,
predictable sequences
- One teach , one driff
- Station teaching
- Parallel teaching
- Alternative teaching
- Team teaching
Meeting the need of children with
ADHD

30. • Preparation
• Content
• Build a relationship with the
child
• Participant learning
• What’s relevant to the
children?
• What do they need to know?
Meeting the need of children with
ADHD

31. Management
Psychosocial interventions
• Parenting
• Psychological interventions
• Educational interventions
Medication
• Stimulants
• Others
Follow-up
• Clinic
• Liaison

32. Treatment
Treatment Team
• Child and adolescent
psychiatrists
• Psychologists
• Cognitive-behavioral
therapists
• Educational
specialists
• Behavioral coaches
Plan
• Education about ADHD
• Behavioral
intervention
strategies
• Parent training
• A specialized
educational program
• Medication, when
necessary

33. Who got it….
John Lennon
Beethoven
John F Kennedy
Picasso
Mozart
Jim Carrey
Prince Charles
Socrates
Winston Churchill
Vincent Van Gogh
Stevie Wonder
Leonardo da Vinci
Walt Disney
Albert Einstein
Ernest Hemingway
Kirk Douglas
Galileo
Dr Ruth Marshall
Consultant Child and Adolescent Psychiatrist