ADHD

The Five French Fries

Darren
 ADHD
• What is ADHD
• Timeline
• Types of adhd
• Causes And effects
• Diagnoses and Treatment
• Home and School Partnership
 Fact or Fiction
1. All children with ad/hd are hyperactive.

2. AD/HD is result of poor parenting and lack of proper nutrition.

3. Effective treatment for children with ADHD is a combination of medication and behavioral modification.
Fact & Fiction

Source: www.adhd.ca
 ADHD
• Attention Deficit Hyperactivity Disorder
• One of the most common childhood disorders,
which can continue through till adulthood
• 3 – 5% of school aged children have ADHD
• 30 to 65 percent of children with ADHD continue
to have symptoms into adolescence and
adulthood.
 What other conditions
coexist with AD/HD
• Of children with AD/HD:
– 30 to 50% also have learning disabilities
– 40% also have oppositional defiant disorder
– 25%* also have conduct disorder
– 10 to 30% also have depression
– 30% also have anxiety disorders
– 20% also have bipolar disorder
– 7%** also have Tourette’s syndrome.

* 45% of adolescents with AD/HD have a conduct

disorder.
** 60% of individuals with Tourette’s syndrome also
have AD/HD.

http://education.alberta.ca
 Subtypes
•Predominantly
Hyperactive-Impulsive
•Predominantly Inattentive
(also known as ADD)
•Combined Hyperactive-
Impulsive and Inattentive
 Hyperactivity
• Have trouble sitting still (fidget, squirm)
• Talk nonstop, often interrupting the class
• Dash around, touching or playing with
anything and everything in sight
• Be constantly in motion
• Have difficulty doing quiet tasks or activities
 Especially with homework
 Impulsivity
• Impatient
• Blurt out inappropriate comments
• Have difficulty waiting for things they want Often
interrupt conversations or others' activities –
especially in the classroom
• Quick to make decisions – do not think before
they say and/or do things
 Inattention
• Are easily distracted
• Forgetful, especially when it comes to homework
• Have difficulty focusing on one thing
• Become bored with a task after only a few
minutes, unless they are doing something
enjoyable
• Difficult to learn new concepts
• Do not seem to listen when being spoken to
• Have difficulty processing information as quickly
and accurately as others
Causes and Effects of
ADHD
 Biological Explanation
– ADHD is a neurobiological disorder that results
from the interactions of several genes during the
perinatal period.

– The Dopamine neurotransmitter system is highly

involved.
• Multiple genes contribute
 Biological Explanation
– Results in brain abnormalities
• Reduced size of brain lobes
• Inefficient circuits connecting front and back of
brain

http://research.aboutkidshealth.ca/teachadhd/abc/chapter2#SUBTITLE5
 Catalyst Factors
– Genetic
• Highly heritable
– Ie) Identical vs. fraternal twin studies

– Environmental
• During the perinatal period, nicotine intake, lead-
exposure, and ingesting PCBs can increase the risk
of ADHD
 Physiological Results:
– Difficulty doing the
following in – Affects the following areas
developmentally appropriate of a person’s functioning:
ways
• Self-control
• Regulate activity
• School achievement
level
• Social skills and
• Inhibit behavior
relationships
• Paying attention
http://www.adhd.ca/portals/adhd/eng/1
(Dr. Weiss)
 Identifying ADHD
– Many children have moments of hyperactivity and
inattention but the behavioral difficulties experienced by
people with ADHD are excessive, long-term, and
pervasive.
 A
Brief History
of
Attention Deficit
Hyperactivity Disorder
 1844
Heinrich Hoffmann writes 2 children’s poems
titled Fidgety Philip and Johnny Head in
Air. Both poems are said to represent two
types of ADHD being the Hyperactive and
Inattentive forms. This is the first known
recording of Hyperactive Childhood
Behaviour.
 The Story of Fidgety Philip
Philip screams with all his might.

Catches at the cloth, but then

Let me see if Philip can
That makes matters worse again.
Be a little gentleman
Down upon the ground they fall.

Let me see, if he is able Glasses, plates, knives, forks and all.

To sit still for once at table: How Mamma did fret and frown.

Thus Papa bade Phil behave; When she saw them tumbling down!

And Papa made such a face!

And Mamma look'd very grave.
Philip is in sad disgrace.
But fidgety Phil,
Where is Philip, where is he?
He won't sit still;
Fairly cover'd up you see!

He wriggles Cloth and all are lying on him;

and giggles, He has pull'd down all upon him.

And then, I declare What a terrible to-do!

Dishes, glasses, snapt in two!

Swings backwards and forwards
Here a knife, and there a fork!
And titlts up his chair,
Philip, this is cruel work.
Just like any rocking horse; -
Table all so bare, and ah!

"Philip! I am getting cross!" Poor Papa, and poor Mamma

See the naughty restless child Look quite cross, and wonder how

Growing still more rude and wild. They shall make their dinner now.

Till his chair falls over quite.

 1902
Sir George Frederick Still a British doctor
began documenting cases that involved
impulsive childhood behaviour. He
diagnosed the problem and called it a
Defect of Moral Control.
 1930’s
The term Post-Encephalitic Disorder is
coined after the encephalitis epidemic of
1917-1918. Resulting brain damage is
thought to be the cause of hyperactivity.
Minimal Brain Damage is another term
used to describe what will in the future be
ADHD.
 1937
Dr. Charles Bradley began introducing the use of
stimulants to treat hyperactive children.

1956
Ritalin was introduced and used for the first time
as a treatment for children suffering from
hyperactivity.
 Early 1960’s
Minimal Brain Dysfunction becomes the medical
term of choice to use for hyperactive children.

Mid 1960’s
Stimulant medication becomes common treatment
for people diagnosed with ADHD.
 1968
The American Psychiatric Association (APA)
created a diagnostic category for Hyper-
kinetic Reaction of Childhood.
 1970’s
Along with hyperactivity, impaired attention
and impulse control (verbal, cognitive and
motor) are recognized as primary
symptoms of ADHD.
 1980
The American Psychiatric Association
officially refers to the disorder as Attention
Deficit Disorder for the first time. At this
time ADD and ADHD were separate
diagnoses. Over the next twenty years
the APA further defined ADD until arriving
at today’s definition of ADHD, Attention
Deficit Hyperactivity Disorder.
 1987
The APA renames the disorder Attention
Deficit Hyperactivity Disorder. The APA
noted that ADHD was a medical diagnosis
based on behavioural problems which
were different than problems associated
with emotional confusion.
 1996
Along with Ritalin, a second medication is
approved by the FDA for the treatment of
ADHD. The new stimulant is called
Adderall.
 1997
The first study of Strattera in children with
ADHD is launched. In 2002 Strattera
became an FDA approved stimulant used
to treat ADHD in children, adolescents and
adults.
 1998
The American Medical Association released
the national institute of Health Consensus
Statement on ADHD stating that ADHD is
one of the best researched disorders.
 2009
Presently there are additional medications
such as Concerta and Focalin that have
been approved and are being used along
with Ritalin and Strattera for treatment of
ADHD.
 Local Resources
Canadian Mental Health Organization, Winnipeg Region
432 Ellice Street
Winnipeg Manitoba
R3B 1Y4
(204)982-6100

Learning Disabilities Association of Manitoba

617 Erin Street
Winnipeg, Manitoba
R3G 2W1
(204) 774-1821
ADHD Treatment
ADHD best treated with a combination of
medication and behaviour modification.

Good treatment plans will include close

monitoring, follow-ups and any changes
needed along the way.
Medication
Stimulants are the most widely used treatment.
Between 70-80 percent of children with ADHD respond
positively to these medications.

Short acting (3-6 hours)

- Ritalin
- Adderall

Long acting (8-12 hours)

- Daytrana
- Concerta
Behaviour Modification
Involves using strategies like positive
reinforcement for desired behaviour and
consequences for inappropriate behaviour.

Also used to improve the child’s relationships by

improving interactions with other children and
adults.

Has been shown to be more beneficial when

parents and teachers are involved instead of when
children receive therapy alone.
References
http://www.cdc.gov/ncbddd/adhd/treatment.ht
ml
http://www.adhd.ca/portals/adhd/eng/121545
0116369.html
http://www.keepkidshealthy.com/medicine_ca
binet/ADHD_medications.html
Home and School Partnership
• Before the student arrives:

– Contact the parents and set up a time to meet if possible.

– Talk to other teachers in the school for ideas on how the student behaved previously classes and what methods
they used

– Determine a good place for the student to sit away from distractions (ex. Doors, Windows, Fans).

– Determine a place where the student can go if he really can’t concentrate and wants to work someplace with
less distractions.
Home and School Partnership
• In Class
- Shine a light on students’ strengths.

- Use strategies in class parents have found successful at home.

-Set up Cues to remind student to take their medication.

-Use a homework log book to keep in communication with the

parents.
 Fact or Fiction
1. All children with ad/hd are hyperactive.

2. AD/HD is result of poor parenting and lack of proper nutrition.

3. Effective treatment for children with ADHD is a combination of medication and behavioral modification.
 Sources
• National Institute of Mental Health. (2008). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved September 27, 2009, from NIMG
Website: http://nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

• Whalen, C. K., Jamner, L. D., Henker, B., Delfino, R. J., and Jorie M. Lozano (2002). The ADHD Spectrum and Everyday Life: Experience
Sampling of Adolescent Moods, Activities, Smoking, and Drinking. Child Development, 73 (1), 209-227. Retrived From Jstor Database.

• Picture Source: http://healthyoates.wordpress.com/2009/09/15/are-adhd-drugs-helping-our-kids-or-killing-them/

http://research.aboutkidshealth.ca/teachadhd/teachingadhd/

• http://pediatrics.about.com/od/adhd/a/adhd_symptoms.htm

• http://www.caddac.ca/

• http://research.aboutkidshealth.ca/teachadhd/teachingadhd/

• http://pediatrics.about.com/od/adhd/a/adhd_symptoms.htm

• http://www.caddac.ca/

• http://www.cdc.gov/ncbddd/adhd/treatment.html

• http://www.adhd.ca/portals/adhd/eng/1215450116369.html

• http://www.keepkidshealthy.com/medicine_cabinet/ADHD_medications.html
• http://www.adhd.ca/portals/adhd/eng
http://www.adhd.ca/portals/adhd/eng//

• http://www.adhdtexas.com/adhdtimeline.htm

• http://www.adhdcanada.com/

• http://home.earthlink.net/~mishal/phil1.html (Fidgety Philip)

• http://home.earthlink.net/~mishal/Poem2.html (Johnny Head in Air)

• http://www.adhd.ca/portals/adhd/eng/1215457854544.html (Dr. Weiss)

• http://www.adhd.ca/portals/adhd/eng/1215457870312.html (Dr. Jain)

• http://www.adhd.ca/portals/adhd/eng/1215457707520.html (Trevor’s Story)

• Learning Disabilities Association of Manitoba. (2006). Basics Children ADHD.

ADHD. Winnipeg, M.B.: Author.

• Learning Disabilities Association of Manitoba. (2006). Learning Disabilities

• are Nothing New … Understanding them is. Winnipeg, M.B.: Author.

• Alberta Education, (2006). Focusing on Success: Teaching Students with Attention Deficit/ Hyperactivity Disorder.
Disorder. Edmonton, AB: Calgary Learning Center. 17-2

• George S., Pewitt-Kinder, J., Ray J.A., (2009). Partnering with families of children with special needs. Young Children,
Children, 2009 (Sept), 16-27.

• Learning Disabilities Association of Manitoba. (2006). Learning Disabilities are Nothing New … Understanding them is. Winnipeg, M.B.: Author.

• Learning Disabilities Association of Manitoba. (2006). Basics Children ADHD.

ADHD. Winnipeg, M.B.: Author.

• Lily, E (2009, February 04). Tips for Home and School for Children with ADHD.
ADHD. Retrieved from http://www.mental-health-matters.com/index.php?option=
http://www.mental-health-matters.com/index.php?option=com_content&view=
com_content&view=
article&catid=35%3Aadhd&id=383%3Atips-for-home-and-school-for-children-with-adhd&Itemid=2056&limitstart=1
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• Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). ADHD is a neurological disorder.
disorder. Retrieved from http://research.aboutkidshealth.ca/teachadhd
http://research.aboutkidshealth.ca/teachadhd//

• Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). Children do not outgrow ADHD.
ADHD. Retrieved from http://research.aboutkidshealth.ca/teachadhd
http://research.aboutkidshealth.ca/teachadhd//

• Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). Genetic and environmental factors play a casual role in ADHD.
ADHD. Retrieved from http://
research.aboutkidshealth.ca/teachadhd/
research.aboutkidshealth.ca/teachadhd/

• Ministry of Education: British Columbia, Special Education Services, A Manual of Policies, Procedures and Guidelines. Victoria, BC: BC Ministry of Education.

• National Institute of Mental Health. (2008). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved September 27, 2009, from NIMG Website:
http://nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

• Whalen, C. K., Jamner, L. D., Henker, B., Delfino, R. J., and Jorie M. Lozano (2002). The ADHD Spectrum and Everyday Life: Experience Sampling of Adolescent Moods, Activities,
Smoking, and Drinking. Child Development, 73 (1), 209-227. Retrived From Jstor