UNDERSTANDING ADHD AND HOW TO HELP CLAREMONT IMMERSION ELEMENTARY SCHOOL OCTOBER 15, 2019 KATHLEEN DONOVAN KELLY MOUNTAIN APS PARENT RESOURCE CENTER COORDINATORS
UNDERSTANDING ADHD AND HOW TO HELP
CLAREMONT IMMERSION ELEMENTARY SCHOOLOCTOBER 15, 2019
KATHLEEN DONOVAN
KELLY MOUNTAIN
APS PARENT RESOURCE CENTER COORDINATORS
UNDERSTANDING ADHD
• Attention-deficit/hyperactivity disorder (ADHD) is a chronic
neurodevelopmental disorder affecting 11 percent of school-
age children
• Symptoms continue into adulthood in more than three-quarters
of cases
• ADHD is characterized by developmentally inappropriate levels
of inattention, impulsivity and hyperactivity
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Attention-Deficit/Hyperactivity Disorder
DIAGNOSING ADHD
• Predominantly Inattentive
Presentation
• Predominantly
Hyperactive/Impulsive
Presentation
• Combined Presentation
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Three Presentations
DIAGNOSING ADHD
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□ Fails to give close attention to details or makes careless mistakes
□ Has difficulty sustaining attention
□ Does not appear to listen
□ Struggles to follow through with instructions
□ Has difficulty with organization
□ Avoids or dislikes tasks requiring sustained mental effort
□ Loses things
□ Is easily distracted
□ Is forgetful in daily activities
Six of the following nine symptoms: Five for late adolescents and adults:
Predominately Inattentive Presentation
DIAGNOSING ADHD
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H Y P E R A C T I V I T Y
□ Fidgets with hands or feet or squirms in chair
□ Has difficulty remaining seated
□ Runs about or climbs excessively in children; extreme restlessness in adults
□ Difficulty engaging in activities quietly
□ Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor
□ Talks excessively
I M P U L S I V I T Y
□ Blurts out answers before questions have been completed
□ Difficulty waiting or taking turns
□ Interrupts or intrudes upon others
Six of the following nine symptoms: Five for late adolescents and adults:
Hyperactive/Impulsive Presentation
DIAGNOSING ADHD
• Individual meets criteria for both inattention and
hyperactive-impulsive ADHD presentations
• Most frequent diagnosis is a combined presentation
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Combined Presentation
DIAGNOSING ADHD
To what degree does the overall presentation of ADHD
symptoms impair one’s daily function in life?
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Mild Moderate Severe
Overall Impairment of ADHD
GIRLS AND WOMEN WITH ADHD
• Most diagnosed with Inattentive Presentation
• Commonly diagnosed with depression and/or anxiety
• Hyperactivity can be associated with hyper-talk
• Very good at making themselves appear invisible
• Hormones from puberty may have a great impact
• May have an increased sense of inadequacy
© 2017 BY CHILDREN AND ADULTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (CHADD). ALL RIGHTS RESERVED
UNDERSTANDING ADHD
•Paying attention is a
complex task and not easy
for someone with ADHD
•When we ask a child to
pay attention, we are
asking for skills in
numerous areas
© 2017 BY CHILDREN AND ADULTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (CHADD). ALL RIGHTS RESERVED
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What Does It Take to Pay Attention?
Task Initiation
Emotional Control
Working Memory
Flexibility
Planning & Prioritizing
Self-Monitoring
Impulse Control
Organization
Executive
Functioning Skills Executive functioning deficits can
impact children’s performance:
• At home
• At school
• In social situations
IMPULSIVITY!!!
Cognitive Impulsivity
• Impaired ability to inhibit one’s actions
• Jumps into work before reading directions
• Inability to stop and problem solve
• Responds emotionally and makes poor decisions
ADHD EMOTIONAL CHARACTERISTICS
• Easily angered or has a short fuse
• Moody and Irritable
• “Over Feeling”
• Easily frustrated
• Gets upset or annoyed quickly
• Irritable
• Loses control easily
.
From “The ADD/ADHD Checklist” by Sandra Rief, M.A
ADHD… FURTHER DEFINED
Individuals with ADHD may also:
• Have difficulty with transitions and changes in routine or activity
• Become over-stimulated
• Display aggressive behavior
• Have immature social skills
• Be difficult to discipline effectively
• Be extremely insecure and have low self-esteem
From “The ADD/ADHD Checklist” by Sandra Rief, M.A.
WHAT TO DO—A MULTI-PRONGED APPROACH
Treatment options include:
• Parent and student education
• Counseling/therapy
• School Supports
•Medication
SCHOOL SUPPORTS
•Claremont Student Support Team
•Section 504
•Special Education
PARENT SUPPORT
• Parent learning opportunities
• Parent Consultations
• Books, DVDs and other resources
• www.understood.org
• www.chadd.org
• Informational Website
• Community Resources
• SEPTA
• ADHD List-Serv
• Parent Liaisons