ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

DEFINITION

 It was originally called hyperkinetic impulse disorder.

 The presence of the behaviors of hyperactivity, impulsivity, and poor attention. The
root causes and best solutions for these troubling behaviors will vary from child to
child.
 A condition that makes it difficult for a child to pay attention or control their
behavior
 A person with ADHD has differences in brain development and brain activity that
affect attention, the ability to sit still, and self-control. ADHD can affect a child at
school, at home, and in friendships.
HISTORY

 ADHD was first mentioned in 1902. British pediatrician Sir George Still described
“an abnormal defect of moral control in children Trusted Source.” He found that
some affected children could not control their behavior the way a typical child
would, but they were still intelligent”
 Year 1952, APA issued the first “Diagnostic and Statistical Manual of Mental
Disorders”. This manual listed all of the recognized mental disorders. It also included
known causes, risk factors, and treatments for each condition.
 The APA did not recognize ADHD in the first edition. A second DSM was published
in 1968. This edition included hyperkinetic impulse disorder for the first time.
 Year 1980, APA released a third edition of the DSM. They changed the name of the
disorder from hyperkinetic impulse disorder to attention deficit disorder (ADD).
Scientists believed hyperactivity was not a common symptom of the disorder. This
listing created two subtypes of ADD: ADD with hyperactivity, and ADD without
hyperactivity.
 Year 1987, APA released a revised version of the DSM-III. They removed the
hyperactivity distinction and changed the name to attention deficit hyperactivity
disorder (ADHD). The APA combined the three symptoms (inattentiveness,
 impulsivity, and hyperactivity) into a single type and did not identify subtypes of
the disorder.
 The APA released the fourth edition of the DSMin 2000. The fourth edition
established the three subtypes of ADHD used by healthcare professionals today:

-combined type ADHD

-predominantly inattentive type ADHD

-predominantly hyperactive-impulsive type ADHD

CAUSES

 It's not clear what causes the brain differences of ADHD. There's strong evidence
that ADHD is mostly inherited. Many kids who have ADHD have a parent or
relative with it.
 ADHD is not caused by too much screen time, poor parenting, or eating too much
sugar.
 ADHD can improve when kids get treatment, eat healthy food, get enough sleep
and exercise, and have supportive parents who know how to respond to ADHD.

SIGN AND SYMPTOMS

Kids with ADHD may have signs from one, two, or all three of these categories:

 Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their
attention, concentrating, and staying on task. They may not listen well to directions,
may miss important details, and may not finish what they start. They may daydream
or dawdle too much. They may seem absent-minded or forgetful, and lose track of
their things.
 Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They
may have trouble sitting still, or staying quiet when needed. They may rush through
things and make careless mistakes. They may climb, jump, or roughhouse when they
shouldn't. Without meaning to, they may act in ways that disrupt others.
 Impulsive. Kids who are impulsive act too quickly before thinking. They often
interrupt, might push or grab, and find it hard to wait. They may do things without
asking for permission, take things that aren't theirs, or act in ways that are risky.
They may have emotional reactions that seem too intense for the situation.

TYPES OF ADHD

Three major types of ADHD include the following:

 ADHD, combined type. This, the most common type of ADHD, is characterized by
impulsive and hyperactive behaviors as well as inattention and distractibility.
  ADHD, impulsive/hyperactive type. This, the least common type of ADHD, is
characterized by impulsive and hyperactive behaviors without inattention and
distractibility.
 ADHD, inattentive and distractible type. This type of ADHD is characterized
predominately by inattention and distractibility without hyperactivity.

DIAGNOSIS

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity.
They talk with parents and kids about the things they have noticed. Your doctor might ask
you to complete checklists about your child's behavior, and might ask you to give your
child's teacher a checklist too.

After gathering this information, doctors diagnose ADHD if it's clear that:

 A child's distractibility, hyperactivity, or impulsivity go beyond what's usual for their

age.
 The behaviors have been going on since the child was young.
 Distractibility, hyperactivity, and impulsivity affect the child at school and at home.
 A health check shows that another health or learning issue isn't causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors,
or mood and anxiety problems.

TREATMENT

Treatment for ADHD usually includes:

 Medicine. This activates the brain's ability to pay attention, slow down, and use
more self-control.
 Behavior therapy. Therapists can help kids develop the social, emotional, and
planning skills that are lagging with ADHD.
 Parent coaching. Through coaching, parents learn the best ways to respond to
behavior difficulties that are part of ADHD.
 School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to
get better at managing their attention, behavior, and emotions. As they grow older, kids
should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-
esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family
conflict.

PREVENTION
  Preventive measures to reduce the incidence of ADHD in children are not known
at this time. However, early detection and intervention can reduce the severity of
symptoms, decrease the interference of behavioral symptoms on school functioning,
enhance the child's normal growth and development, and improve the quality of
life experienced by children or adolescents with ADHD.

QUESTIONS:

1. What is the old definition of Attention Deficit Hyperactivity Disorder?

a. hyperkinetic impulse disorder
b. hyperactivity impulse disorder
c. hyperkinetic impulsivity disorder
d. hyperactive impulsivity disorder
2. Who is the proponent of ADHD?
a. George Still
b. George Stell
c. Georges Still
 d. Georges Stell
3. Which is NOT belong to the group.
a. Inactive type
b. Impulsive type
c. Combined type
d. Distractible type
4. Which therapy is BEST used for a child with ADHD?
a. Behavioral therapy
b. Physical therapy
c. Occupation therapy
d. Emotional therapy
5. Which is NOT a symptoms of ADHD?
a. Inactive
b. Inattentive
c. Hyperactive
d. Hyperactivity
6. What does APA stand for?
a. American Psychology Association
b. American Psychological Association
c. American Psychiatric Association
d. American Psychiatric Associations
7. When was APA originally named ADHD?
a. 1902
b. 1952
c. 1968
d. 1980

8. Donard, a SPED teacher saw a child who is hyperactive and inattentive. Would
Donard tell the parents that his child has ADHD?
a. Yes, because Donard is a SPED teacher.
b. No, because Donard is not a doctor.
c. Yes, since Donard is a SPED teacher and he is knowledgeable in terms of
developmental disability diagnosis.
d. No, because Donard is not a psychiatric and diagnosis undergo due process.
9. Teacher Jed has a student with ADHD. During the lesson his student has been
impulsive. If you, were Teacher Jed what will you do?
a. I will leave him until he gets calm.
b. I will hold him tightly so that he will not get hurt.
c. I will give his wants so that it will lessen his impulsivity.
d. I will put him to an empty room to avoid accidents.
 10. Zosimo an ADHD child who do not actively participate during the session. If
you were the teacher of Zosimo what is the BEST strategy will you use?
a. I will let him do whatever he wants to motivate him to participate during
the session.
b. I will be more lively and friendly to motivate him to participate during the
session.
c. I will force him to participate in order for him to get motivated whenever
there’s an activity.
d. I will recognize his works and give him rewards whenever he do good in
order for him to get motivated.

For items 11-15.

Analyze the situation and state your own strategies in teaching children with ADHD.

Joselito was diagnosed as a child with ADHD. During the session, Joselito always stand up
and walk around the classroom. He often be impulsive whenever something triggers his
behavior. He also cannot organize his own activities.

11-15. If you were the teacher of Joselito. What strategies will you use in order for Joselito
to lessen his behavior.