ADHD Focus Study

Attention Deficit/Hyperactivity Disorder

Focus Study

Katie Law

Introduction to Special Education

Dr. Janette Sodoro

December 2, 2002

ADHD, also known as attention deficit/hyperactivity disorder, is defined as a chronic childhood disorder. This disorder occurs more predominantly in males than females, but exists in about four to twelve percent of all school-age children, regardless of their socioeconomic class (Valente). Symptoms displayed include restlessness, inattention, distraction, impulsivity, and fidgety behavior. Effects of these symptoms can be school failure, substance abuse, mood disorders, and depression.

In the article “Treating Attention Deficit Hyperactivity Disorder,” it is stated that in 1902 experts believed that a hyperactive child was lacking in moral restraint (Valente). Before 1940, if children possessed any of the qualities of ADHD they were labeled mentally retarded, emotionally disturbed, or socioculturally disadvantaged (Valente 3). Although there are many genetic causes for why individuals may have ADHD, faulty brain or neurotransmitter function, physical handicaps, and mental disorders have all been researched (Valente 3).

I haven’t had much experience with ADHD, but I know it happens frequently in many classrooms. My mom, a sixth grade teacher, had quite a few male students who were diagnosed with ADHD. They had to be told time after time to sit down, be quiet, and pay attention. Those students were outgoing, but had trouble with school, because they found it difficult to sit still and listen for more than a short period of time. That is also why more times than not they are sent to the resource room to work there.

ADHD is a very common disorder among school age children. Information is becoming more detailed and extensive to find out how to help these children in school settings. The only cure right now is medication. The following information will hopefully make more people aware of this disorder and allow them to help individuals who are diagnosed with it.

Educational Support

If an individual tends to be predominantly inattentive, hyperactive and impulsive, and has more than six ADHD symptoms then the child is considered to have attention deficit hyperactivity disorder (Valente 3). The American Academy of Pediatrics’ recommendations for ADHD evaluation lack a reliable and valid diagnosis of the disorder. If a test has not been performed within the last year, complete medical history and a physical exam are recommended (Valente 3).

Disorders in children, such as oppositional defiant disorders, conduct disorders, mood disorders, and developmental disorders all require an evaluation. ADHD victims should be evaluated several times because they may have major depression, a bipolar disorder, an anxiety disorder, a substance abuse disorder, or an antisocial disorder (Valente 4). The regular ed or special ed teacher may notice a difference in behavior and notify the parents. The parents can then choose if they want their child tested or not.

Appropriate Placement and Educational Support Provisions

Individuals diagnosed with ADHD need to be placed appropriately for his or her attention span and cognitive ability. Both the parents and the child need to be aware of the various choices of where the child should be put to learn. For example, seating the student near the front of the room, keeping verbal instruction short, providing written instruction, and breaking multiple task steps into smaller steps can all help a student with ADHD learn better in class. I would try all of those ideas, and if they did not work then I would remove that student from the regular ed classroom, and place the student in a resource room.

Teachers should not be the only ones trying to help the child. Parents need to take some initiative at home. They could provide the child with education resources and learning aids, and try to modify behavior. Behavior control could be positive reinforcement at home or building self-esteem. Siblings could also be a distraction, and are also a big reason why children are hyperactive and have attention problems. At home, the siblings want to play or go do something, so obviously, the ADHD child is going to want to go to. Therefore, no work gets done. The parents should coach the siblings so they know the special work environment their brother or sister has to have.

System of Communication between Family and Professionals

Collaboration of the family with the teacher or school is very important for the success in learning for a child with ADHD. The parents and teachers need to discuss the child’s behavior and set up a mutual agreement for what the child learns and where the material is taught.

Clinicians and parents work together to identify target symptoms; referral back to the IEP may even be necessary. Clinicians can then evaluate and adjust the medication dosages when the child is diagnosed (Valente 6). No matter if the family thinks they know what the diagnosis may be, they still need to meet with teachers and clinicians to determine where the best placement for the child should be.

System of Evaluation and Follow-up of Student’s Progress

A child diagnosed with ADHD should be reevaluated each of the following years. The clinicians and parents should look to find symptoms and decide what would be best to do as the child gets older (Valente 6). Increased risk of drug abuse may be a common concern among childhood ADHD (Valente 6). The reports of abuse need to be reliable and kept at the same medium. The child should also have a new IEP each year for the new diagnosis made by the psychologist, counselor, clinician, or any other doctor. Keeping a file and record of any misbehaving or unruly behavior can also help in later evaluations when documented journal entries are needed.

National Professional Activity

4 national organizations that serve students and/or families with special needs.