HISTORY/CONCEP

TS

CHARACTERISTICS

Attention Deficit I. Inattention

difficulty keeping their
(Hyperactivity) Disorder
mind on a thing
(ADD/ADHD)
is
a
get bored easily with a
persistent
pattern
of
task and bounce to the
inattention
and/or
next task
hyperactivity-impulsivity
difficulty in organizing
that is more frequently
and completing task
displayed
and
more

give
undivided
and
severe than is typically
effortless attention to
observed in individuals at
activities and topics they
a comparable level of
enjoy
development.
Some
difficulty
learning
hyperactive-impulsive or
something
new
inattentive symptoms that
ignores details; makes
cause impairment must
careless mistakes
have
been
present

difficulty
sustaining
before age 7 years,
attention or listening
although
many
when directly addressed
individuals are diagnosed
difficulty
following
after the symptoms have
instructions and finishing
been present for a
tasks
number of years (DSM
appears
forgetful,
IV-TR).
disorganized, distracted
It belongs in the
category other health II.Impulsiveness in word and
deed
impairment
which

Poorly-controlled
means having strength,
emotional reactivity
vitality
or
alertness,

Difficulty
including a heightened

CLASSIFICATION

Although many individuals

present with symptoms of both
inattention and hyperactivityimpulsivity, there are individuals
in whom one or the other pattern
is predominant. The appropriate
subtype (for a current diagnosis)
should be indicated based on the
predominant symptom pattern for
the past 6 months.
A. Attention-Deficit/
Hyperactivity Disorder,
Combined Type - this
subtype should be used if
six (or more) symptoms of
inattention and six (or
more)
symptoms
of
hyperactivity-impulsivity
have persisted for at least
6 months. Most children
and adolescents with the
disorder
have
the
combined type. It is not
known whether the same
is true of adults with the
disorder.
B. Attention-Deficit/
Hyperactivity Disorder,

CAUSES

A. Brain
structures
and
activity people with
ADHD show that certain
brain areas have less
activity and blood flow and
that certain brain structures
are slightly smaller. These
differences in brain activity
and structure are mainly
evident in the prefrontal
cortex, the basal ganglia,
and the cerebellum. These
areas
help
to
inhibit
behavior, sustain attention,
and control mood.
B. Brain chemistry certain
chemicals in the brain
called neurotransmitters
play a large role in ADHDtype behaviors specifically
the dopamine.
C. Genetic factors ADHD
tends to run in families.
D. Pregnancy Factors and
Toxins mothers use of
cigarettes
(nicotine),
alcohol, or other drugs

CONTROLLING
MEASURES (Educational
Management)
Introducing, conducting and
concluding lessons
- When a new lesson begins,
provide a summary of the
order of activities planned
and review previous lessons
on the topic.
- Establish
learning
and
behavioral expectations.
- Simplify
instructions,
choices and scheduling; try
to
be
structured
and
consistent.
- Use audiovisual materials or
assistive technology; lower
the classroom noise level
- Give
five/ten-minute
advance warnings when a
lesson is about to end
Individualizing instructional
practices, instructional tools
- Use board or computer
games
for
reading
comprehension,
phonics,
and math computations.
- Teach the major parts of a
story; use a visual aid
- Use creative techniques to
help
with
frequently

alertness to

restraining
from
interrupting others

environmental stimuli that

result to the educational
environment (IDEA).

III.

Torturous to wait for a

turn
Often act or speak
impulsively, with no
forethought

Hyperactivity
Trouble
keeping
physically still (toes or
fingers tapping, thighs
pumping, nails being
chewed, teeth biting
the inside of the mouth)
Excessive talking
The
mind
as
a
perpetual
motion
machine
Intense aversion to
boredom, and a need
for constant activity,
distraction, or attention
Unremitting lack of
internal stillness
Inertia
or
procrastination for long
periods,
with
restlessness,
and
bursts of adrenaline
and activity when the
threat of failure or the
promise of reward is

Predominantly

(cocaine) during pregnancy

lnattentive Type - this

subtype should be used if
six (or more) symptoms of
inattention (but fewer than
six
symptoms
of
hyperactivity-impulsivity)
have persisted for atleast
6 months. Hyperactivity
may still be a significant
clinical feature in many
such cases, whereas
other cases are more
purely inattentive.

may have damaging effects

on
the
unborn
child
especially in the normal
development of the brain
receptors. Toxins such as
lead that can be found in
dust, soil, water pipes, and
flaking paint can contribute
symptoms associated with
ADHD.

C. Attention-Deficit/
Hyperactivity Disorder,
Predominantly
Hyperactive-Impulsive
Type - this subtype
should be used if six (or
more)
symptoms
of
hyperactivity-impulsivity
(but fewer than six
symptoms of inattention)
have persisted for at least
6 months. Inattention may
often still be a significant
clinical feature in such
cases.

misspelled words or high-

frequency words
In math, use real-life
examples of money skills
and 60-second drills to
practice the basics.
Use classroom lights or
music to help control the
noise level in the room.
Lights can also be used to
signal the transition to the
next lesson.

Behavioral Aspect
- Use an important and
effective
verbal
reinforcement
for
appropriate behavior; praise
- Ignore some inappropriate
behavior, especially when it
is unintentional or is meant
to gain attention but isnt
disrupting the classroom or
others.
- Use behavioral prompts to
remind
students
of
expectations: visual cues,
hand
gestures,
moving
closer to the student.
- Use individual behavior
contracts, tangible rewards
to reinforce appropriate
behavior or token systems
for motivation in class.

imminent
IV.

Overachievement
and
social disability
High
achievers;
workaholic
and
professional success
Difficulty
recognizing
interpersonal
boundaries
An almost insatiable
desire for physical and
emotional contact from
adults
Nave and unrequited
openness
in
approaches to other
children
Impaired ability to read
social
cues,
often
leading to ostracism by
peers.

V.Exec. function problems

weak problem solving
poor sense of timing
difficulty
resisting
distraction and delaying
gratification
problems
working
toward long-term goals
low boiling point
emotional over-reactivity