Why Such a
Concern?
Due to the symptoms associated with
ADHD, students face many challenges and
problems in their everyday life:
 Feelings of isolation, sadness,
anxiety, lowered self-esteem, and
unpopularity (Young, 2009)
 Interference with meeting the
psychological needs within the
classroom (Rogers, 2013)
 Problems with school
performance (U.S. Department of
Education)
 Strong correlation with academic
underachievement and social
marginalization (Vance, 2008)
 Acts as a risk factor for disorders
in adulthood such as alcoholism
and depression (Vance, 2008)
ADHD isn’t the
same in everyone!
As stated in the DSM-IV, there are
different types of ADHD and different
severities making every person unique.
There are progressive and constantly
changing needs of individuals, especially at
different life stages. (Safren, 2005)
Discussion Questions:
ADHD
1) In your opinion, which is better: medicinal or
psychosocial treatments?
2) You suspect a student has ADHD but the
parents deny and refuse to seek and
and Me
professional help. What can be done?
3) How can you tell the difference between a
student that is simply acting out and fighting
for attention, and a student who actually has
ADHD?
4) Are there any positive qualities associated
with ADHD? Or just negative?
Understanding the effects of
5) How does one’s socioeconomic status (SES) Attention Deficit/Hyperactive
impact students with ADHD?
Disorder on students, and how their
References:
peers, teachers, and families can
American Psychiatric Association. (2013). Diagnosis of ADHD. In Diagnostic and
statistical manual of mental disorders (5th ed.). Washington, DC. provide support.
Attention Deficit Hyperactivity Disorder. National Institute of Mental Health. Retrieved
on October 8th, 2017.
Rogers, M. & Tannock, R. (2013). Are classrooms meeting the basic psychological
needs of children with ADHD symptoms? A self-determination theory
perspective. Journal of Attention Disorders. 20(10), 12-17.
Safren, S.A., Otto, M.W., Sprich, S., Winett, C.L., Wilens, T.E., & Biederman, J.
(2005). Cognitive-behavioral therapy for ADHD in medication-treated
adults with continued symptoms. Behaviour Research and Therapy, 43,
831–842.
Taylor, E. & Rogers, J.M. (2005). Practioner review: early adversity and
developmental disorders. Journal of Child Psychology and Psychiatry, 46, 451-
467.
U.S. Department of Education, Office of Special Education and Rehabilitative
Services, Office of Special Education Programs, Identifying and Treating
Attention Deficit Hyperactivity Disorder: A resource for School and Home,
Washington, D.C., 20202
Vance, A. (2008). A current approach for ADHD. Australian Prescriber, 31, 129-132.
Young, S. & Amarasinghe, J.M. (2009) Practitioner Review: Non-pharmacological
treatments for ADHD: A lifespan approach. Journal of Child Psychology
and Psychiatry, 51(2) : 116-133.
https://news.rutgers.edu/sites/medrel/files/inline-img/ADHD_0.jpg
http://www.clivir.com/temp/cache/6138fa833ee7623f1b3ed1cf1a468edf.png Samantha Haines 11155923 EPSE 390
http://www.vivahealthylife.com/wp-content/uploads/2015/02/ADHD-1.jpg

What is ADHD?
Attention Deficit/Hyperactivity Disorder
(ADHD) is, according to the National Institute
of Mental Health, a brain disorder characterized
by “ongoing pattern of inattention and/or
hyperactivity-impulsivity that interferes with
functioning or development.”
The Diagnostic and Statistical Manual of Mental
Disorders- 5th Edition (DSM-5) describes three
forms of ADHD: Inattentive, Hyperactive and a
Combination of both.
What to Look For?
 Defiant, disobedient, and aggressive
behaviours
 Easily distracted
 Inability to focus for long periods of
time
 Preference for easy work
 Reliance on external support
 Less motivation (Rogers, 2013)
How Can I Help?
As described by the U.S. Department of
Education’s Identifying and Treating Attention Deficit Other Resources:
Hyperactivity Disorder: A resource for School and Home,
the most important aspect of support comes  The National Resource on ADHD
(chadd.org)
from collaboration between friends, family,
 Centers for Disease Control and
and teachers. Prevention
(https://www.cdc.gov/ncbddd/adhd/ind
ex.html
In General:  US Department of Education, Identifying
and Treating Attention Deficit
The best thing you can do to support an
Hyperactivity Disorders Resource Series
individual with ADHD is think about your
 Centre for ADHD Awareness, Canada
behaviours. Make sure you are always:
 Showing empathy
 Sensitive to their needs
 Flexible in what you ask of them
(Taylor, 2005)
Do research to better understand ADHD in your
own way! (Young, 2009)
In the Classroom:
As a teacher, there are many alterations that can
be done to make the classroom more inclusive,
for example:
 Understand the needs of the student and
provide resources for others (Young,
2009)
 Ensure an organized schedule or
routine, personalized if need be (U.S.
Department of Education)
 Environment manipulations such as ear
muffs or seating change (U.S.
Department of Education)