Attention Deficit/Hyperactivity Disorder

Autumn Carter

Concordia University

December 6, 2016
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Attention Deficit/Hyperactivity Disorder, or ADHD, is a condition that

contains a combination of difficulty sustaining attention, hyperactivity, and

impulse behavior (Attention Deficit Hyperactivity Disorder). ADHD is

something that is becoming more common and more heard in todays

society. It is becoming more common in children and is being diagnosed in

many children every day. Some might say that it is being over diagnosed and

that any child that is hyper is considered to have the disorder. ADHD

constantly needs to be looked at and researched on now that it is becoming

more common today.

When it comes to ADHD, there really isnt a known cause due to it

being genetic. It is common for this disorder to run in families. There are also

some neurobiological causes with ADHD, these include, smaller brain

volume, inactivity of the frontal cortex and basal ganglia, and abnormal

frontal lobe development and functioning (Durand & Barlow, 2016, p. 486).

ADHD is typically present at birth, but is hard to notice before the age of 5

because many children are hyper and active at this age. This disorder is

typically diagnosed around the age of 8. It is also seen in more boy than in

girls. There isnt really any set way to diagnosing ADHD. When one is being

diagnosed, they typically go see their normal doctor who refers to the DSM

and will match the symptoms.

When trying to identify a person with ADHD, there are a few main

things that can help. The main symptoms to looks for are inattention,

hyperactivity, and/or impulsivity. These things can usually been seen if the
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person or child is in constant motion, is squirmy, makes careless mistakes,

doesnt seem to listen, and/or is easily distracted by noises or things. One

with ADHD can usually complete a lot at a normal range of development.

One with this might have a slight delay in development, but it isnt

something that is too significant while they are in school. They can usually

complete their work at a normal level, just may take them longer due to the

distractions or squirmy nature while doing the work.

Someone with ADHD can receive professional assistance. They can

either go to therapy sessions and can also have professional help while they

are in school. Teachers can also be helpful to a student who as ADHD. A 504

plan can be placed at school in order to help the student achieve his/her

classes and be able to complete assignments. Some with ADHD might also

need medication to help them get through the day; this can help with

concentration and focusing on tasks that need to be completed.

ADHD has been known since about 1902, but not much was done with

it until the 1930s, which is when a drug for the disorder came about. When

the second edition of the DSM came out, ADHD made an appearance as

being a disorder. After this happened, more researchers looked into what

medications can help and how to help one with the disorder.

A typical intervention for a child with ADHD in early childhood would be

to have the parents and the teacher meet together first. If the teacher is

noticing an odd behavior before the parents notice, then a few quick talks at

drop off or pick up can take place. If there is nothing being done, the teacher
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can talk with the principal/director about issue. Therefore, they have your

back right off the bat and they will be there to help you through the entire

process. Then you can meet with the parents about what you think is going

on with their child and that they may need to go see a doctor and/or another

professional for more information. As more information is processed, more

meetings can be set up with the teacher and parents to figure out

accommodations for the childs disability.

Not many materials are needed for children with ADHD. Stress balls or

small toys for the children to play with during a quiet time might be good for

them. This helps so they dont distract their friends around them by

constantly moving their legs or fidgeting with their pencil. Having

environmental, instructional, and assessment accommodations are good

things to have for the child with ADHD, so they can stay focused and

succeed at their schoolwork.

Accommodations are very important to have when there is a child with

ADHD in your classroom. Examples of environmental activities would be

having alternative work spaces for this child, quiet locations, as well as

having stress balls or Play-Doh are good tools for these children. Children

with ADHD have a harder time focusing, and when there are other children

around or other distractions, the child with have a harder time getting things

done. Giving this child a quiet location is also very important, sometimes

they cant take the noise around them any longer and they need to have

quiet time in order to complete assignments. Stress balls and Play-Doh gives
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the child something to do while they are listening. If they have something to

fiddle around with then they could potentially focus better. Assessment

accommodations could include extra time with things. For example, they get

more time to finish an activity the teacher gives them, or when they get into

higher grade levels, they can receive more time for a test (Useful

Accommodations).

Parents that have children with ADHD should always try to stay

positive. Living with a child who has this disability can get frustrating at

times, and staying positive about the situation can keep you, the child with

ADHD and the rest of the family at ease and less stressed out all of the time.

An established routine is important to have when your child has ADHD. A

structured day that is consistent, yet simplified for the child is very

important. If they know how each day is going to play out, it keeps the child

relaxed and more calm, therefore the parents and siblings can stay more

relaxed as well. Always make sure that this child has enough movement

time, if they are sitting for long periods of time, they will get restless. This is

not only good for at home, but it is also good for when the child is at school.

Movement can get some of the fidgeting to go away and help them focus

better when they get back to learning. Good nutrition is also very helpful.

Eating right can affect the childs behavior in a good way. If they are eating

lots of sugar, then they could potentially act out more (Segal & Smith, 2016).
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A local agency in Ann Arbor is the Ann Arbor Area ADD/ADHD Support

Group. This is a support group for parents who have teenagers and/or

children with ADD and ADHD. The group happens every other week and

speakers are brought in to discuss different topics on both of these subjects.

This group does a good job of discussing topics on ADHD. It is uncommon to

find groups and agencies in Michigan for parents who have children with this

disability. One thing that could be improved is having more conferences or

more research discussions on ADHD and ADD.

References

Attention Deficit Hyperactivity Disorder. (n.d.). Retrieved from

https://www.nimh.nih.gov/

health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

Durand, V. M., & Barlow, D. H. (2016). Essentials of abnormal psychology (7th

ed.). Boston, MA: Cengage Learning.

Segal, J., & Smith, M. (2016, October). ADHD Parenting Tips: Helping Children

and Teens with ... Retrieved from http://www.helpguide.org/articles/add-

adhd/attention- deficit-disorder-adhd-parenting-tips.htm

Useful Accommodations Which May Assist the ADHD Child - Caddac. (n.d.).

Retrieved from http://www.caddac.ca/cms/page.php?57=