ADHD And Learning Disabilities Steve Altstadt Sara Evans Diane Roethel LTM 631 Alverno College

A student enters a school leaving a trail of disorganized items behind him, from his coat not being hung up, to his papers on top of a seemingly disorganized desk. It almost appears like a tornado entered the room to some, instead of a student. Being disorganized is a sign of Attention-deficit-hyperactivity-disorder (ADHD). ADHD is a learning disability that, although commonly diagnosed, may still catch some teachers off guard with respect to how to teach these students. It is a type of Specific Learning Disability. Specific Learning Disability is a disorder in which one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (Evers, T., 2008). Many conditions, both labeled and unlabeled, are lumped into the category of SLD. Some of the labeled conditions include Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). Dyslexia occurs when there is a problem in the brains ability to process language. Dyslexia is not a vision problem, and it does not interfere with ability to think or comprehend complex problems. In fact, most people with dyslexia have normal or above average intelligence. Dyslexia often runs in families. It may also appear in combination with developmental writing disorder or developmental arithmetic disorder, as all involve using symbols to convey information. These disorders may appear alone or in any combination. Symptoms of dyslexia are much broader than transposing letters. They include

difficulty learning to recognize written words, difficulty determining the meaning of a simple sentence, and difficulty rhyming. There is no medicinal treatment to dyslexia; rather, the treatment is solely to the symptoms and comes through training. Treatment includes remedial instruction, private tutoring, and positive reinforcement. Another Specific Learning Disability is ADHD. ADHD is a disorder that affects how a persons brain functions in his/her daily life. It is a physical illness that results from a small right prefrontal cortex, which is part of the cerebellum that is responsible for attention. Because it is a physical condition, ADHD is widely believed to be a genetic disorder. Other factors linked to ADHD include premature birth, maternal alcohol and tobacco use, and prenatal neurological damage. A person with ADHD chronically finds it difficult to begin a project until the last minute. These people know what needs to be done, but lack the motivation to even begin it (Brown, T.E., 2005). Another symptom of ADHD is lack of focus when reading or getting distracted. (Brown, T.E., 2005). This also includes looking up an item on the Internet, and instead of staying focused on the subject, looking at sites not related, including games or Facebook. Perhaps the greatest challenge a student with ADHD faces in school is the act of writing (Brown, T.E., 2005). Writing requires more skill and thought than reading or talking (Brown, T.E., 2005). A blank piece of paper leaves this student without any guidance for where to begin. Although it is termed attention-deficit-activity-disorder, and is characterized by hyperactive students, ADHD frequently is caused from the students being understimulated (Zentall, S.S., 2006). Students with ADHD become bored and need more

stimulation than others, otherwise they find other ways to use their energy, such as tapping pencils (Zentall, S. S., 2006). Other activities students with ADHD partake in are constant procrastination, impulsivity, and risk-taking (Zentall, S.S., 2006). Students with ADHD may seem lazy because they appear to not be engaged in their work or trying hard enough (Reief, S. F., 1993). ADHD is a long-term, chronic condition that is the most commonly diagnosed behavioral disorder in children; 3-5 percent of school-aged children are diagnosed. Symptoms of ADHD are divided into three groups: inattentiveness, impulsivity, and hyperactivity. It is possible to have one group of symptoms without the others, or to have any combination, including all three. Those with only inattentive symptoms are less disruptive, and, therefore, less likely to be diagnosed. In addition to simple activities such as tapping pencils, ADHD indicators are exhibited physically in various ways. Students with ADHD may have issues just sitting still because it makes them feel they will fall asleep (Brown, T.E., 2005). They also have issues going from one stage of alertness to another. A person with ADHD has trouble both going to sleep and waking up out of the deep sleep (Brown, T.E., 2005). Emotion has recently been discussed as a symptom of ADHD (Brown, T.E., 2005). A person with ADHD exhibits frustration and extreme emotional outbursts over things that usually not an issue to others (Brown, T.E., 2005). These emotional outbursts frequently take place in restaurants, stores, and other public areas, when something does not go his or her way for the person. These people seem to enjoy arguing, even with their closest friends, and they keep arguing until they win (Brown, T.E., 2005). There are no known causes for ADHD. Recent research has shown several

indicators of what may make one person more prone to it than another. Some of these include, genetics, structure or size of brain, eating lead paint, maternal smoking, and overall maturing at a later age (Zentall, S. S., 2006). Another factor in the cause of ADHD is the lack of dopamine in the prefrontal synapses (Zentall, S. S., 2006). Behavior therapy is a common treatment, but unlike dyslexia, there are prescription treatments available for ADHD. They include psychostimulants such as Adderall and Ritalin. These drugs change chemical outputs in the brain that result in a more relaxed and attentive behavior. Many treatment plans include a combination of both prescription medication and behavioral therapy. In the classroom, it is important to identify strategies for managing ADHD students. As a teacher, it is important to network with staff who are current with ADHD and LD teaching strategies, and those who have a positive attitude toward these students overall (Reief, S. F., 1993). While it is important to review notes and tests from a previous year, it is equally important not to let these results judge how you will treat/teach a student overall (Reief, S. F., 1993). In addition, students with ADHD may have modifiers in class (Zentall, S. S., 2006). Examples of these include: putty to play with, rubber disks or exercise balls to sit on, or colored cards representing different personal needs (red=I need help, purple=Im done, yellow =Im working). Another modifier is a traffic light made out of construction paper to indicate when to slow down or stop a behavior (Reief, S. F., 1993). In order to provide positive reinforcement, it is important to acknowledge when a student has correctly done something by saying so (Reief, S.F., 1993). For example, when it is time to go to gym, and a small group of students has properly lined up, tell them that you appreciate their timeliness with lining

up. A student with a disability is covered by the Individuals with Disabilities Education Act (IDEA) only if he or she is unable to make educational progress (Zentall, S.S., 2006). This means that a student who has been struggling with ADHD but was not diagnosed, and therefore developed his or her own coping strategies to learn with the disability, will not be covered. Contrary to what many still believe, these are not young grade school students. Instead, ADHD students frequently are the frustrated teenagers who are giving 100% and still not reaching the potential they should be at (Brown, T.E., 2005.) These are the teenagers who constantly, not just occasionally, tap or break their pencils, move their feet, and daydream (Brown, T.E, 2005.) ADHD symptoms appear in middle school also because it is the first time students are receiving assignments from multiple people, not including their family (Brown, T.E., 2005). When working with a student diagnosed with ADHD, there are several strategies available that can help to manage his behavior in the classroom. The first is to seat the student close to the front of the class. This is so that the teacher can better monitor him. When the student becomes off task, tapping his desk redirects his attention and returns his focus to the lesson. The lessons themselves should be short and concise; extending them and reiterating information will cause the student to lose interest and become fidgety. Lessons that allow the use of games, such as role playing, offers movement and interaction for the student, allowing his attention to remain on the lesson. Furthermore, choices in assignments should be made available. The student will be more invested in work that he wants to do, rather than work he has to do. Another strategy is to offer tangible objects, which can be given to the student to 'play' with during the lesson. This

gives him something to focus on. Special cushions and chairs could also be used so that the student can move around while remaining at his desk. Should the student continue to act out, consequences for actions should be made clear be implemented immediately upon misbehavior. Communication is the key to the student's success. Keep communication open between teachers, parents, and the student so that everyone is aware of not only what is expected, but how those goals can be reached. Those goals for the student should be created and shared with all involved parties. That, above all, is what will best meet the needs of the student: involvement. Leaving him to his own devices will only result in the problem getting worse. Talk to the student. Talk to his parents. Show them that you are willing to help, and that you have the ability to do so. Together, you can work to aid the student in his journal through education, and keep him from getting left behind.

References Brown, T. E. (2005). Attention deficit disorder: The unfocused mind in children and adults. United Stated of America: Integrated Publishing Solutions. Evers, T. (2008). Federal Definition/Criteria for Specific Learning Disabilities. Retrieved from http://dpi.state.wi.us/sped/ldcriter.html Rief, S. F. (1993). How to reach and teach ADD/ADHD children; Practical techniques, stategies, and interventions for helping children with attention problems and hyperactivity. West Nyack, NY: The Center for Applied Research in Education. Zentall, S. S. (2006). ADHD and education; Founations, characteristics, methods, and collaboration. Upper Saddle River, NJ: Pearson Education, Inc.