➜ A mother brings her 10 year old

son for evaluation after he is

suspended from the school for
jumping on his seat, teasing
other children and not following
directions. He spends two to
three hours a night with
homework that he never
successfully completes. His
mother wants to know what is
wrong with her child.
➜ The child is diagnosed as………
Attention Deficit Hyperactivity
Disorder (ADHD)

Hemali Gada
Asst Professor
SNDT Women’s University
➢DEFINITION OF ADHD
➢ DSM – V CRITERIA
➢SUBTYPES OF ADHD
➢CLASSROOM MANIFESTATIONS
➢EDUCATIONAL IMPLICATIONS
 4

DEFINITION

AD/HD is a neurological disorder where

people show a persistent pattern of inattention
and/or hyperactivity-impulsivity that interferes
with functioning or development although a
disorder begins in childhood can continue
through adulthood for some people.
 DSM – V CRITERIA 5

➜ These behaviors should be ➜ The symptoms do not

demonstrated that is inappropriate happen only during the
for the person’s age and persist at course of schizophrenia or
least for six months another psychotic disorder.

➜ Some impairment from the ➜ The symptoms are not due

symptoms must be present in at to any other mental
least two settings. disorder (Anxiety disorder,
(home/school/relatives/friends/wo Mood disorder)
rkplace)

➜ The symptoms tend to interfere

with or reduce the quality of
social/school/work life.
6
 7

Subtypes

Predominantly Predominantly
Inattentive Type Hyperactive- Combined Type
Impulsive Type
SUBTYPE 1
Attention-Deficit/Hyperactivity Disorder
Predominantly Inattentive Type

Six (or more) of the following symptoms have persisted for at least 6 months to a
degree that is inconsistent with developmental level and that negatively impacts
directly on social and academic/occupational activities.
 9
Fails to give close attention to details or makes careless
mistakes in school work, work or other activities.

Does not seem to listen when spoken to directly

Has difficulty sustaining attention in tasks or play.

Difficulty organizing tasks and activities

Does not follow thorough instructions and fails to finish school

work, chores or duties in the workplace.(not due to oppositional
behavior/failure to understand instructions)

CHARACTERISTICS OF INATTENTION
 10

Avoids, dislikes, or is reluctant to engage in tasks

that require sustained mental effort (like home work)

Loses things necessary for task or activities (like

toys, pencils, books)

Easily distracted by extraneous stimuli

Forgetful in daily activities

CHARACTERISTICS OF INATTENTION
SUBTYPE 2
Attention-Deficit/Hyperactivity Disorder Predominantly
Hyperactive-Impulsive Type

Hyperactivity-Children who display this type of AD/HD appear to have endless

energy and are jumpy, squirmy, fidgety, noisy and seem not to be able to calm
down.

Impulsivity- Children appear to display their emotions with a lack of self control,
blurt out inappropriate comments, un-intentionally offend people by speaking
without thinking and have extreme overreactions to things happening around
them.
 12

Fidgets with hands or feet or squirms in seat

Leaves seat in classroom or in other situations in

which remaining seated is expected

Runs about or climbs excessively in situations in

which it is inappropriate ( in adolescents or adults,
may be limited to subjective feelings of restlessness)

Has difficulty playing or engaging in leisure activities

quietly.

Is often “on the go” or often acts as if “ driven by a

motor”.

Talks excessively

CHARACTERISTICS OF HYPERACTIVITY
 13

Blurts out answers before questions

have been completed

Has difficulty awaiting turn

Interrupts or intruded on others (e.g.,

butts into conversations or games)

CHARACTERISTICS OF IMPULSIVITY
 SUBTYPE 3
Attention-Deficit/Hyperactivity Disorder
Combined Type

This subtype should be used if six or more symptoms of inattention

and six or more symptoms of hyperactivity-impulsivity have
persisted for at least six months.
 Easily
distracted or
excited by
external Inability to
May exhibit concentrate on a
tendency to stimuli. task for more
hit/hurt others than a very short
period of time.

Poor
Low self esteem organizational
skills.

Classroom
Manifestations
Unable to follow
Social immaturity. long and multi-
step instructions.

Often lack fine

motor control,
therefore Disturbing
handwriting and classmates/peers
drawing skills
may be poor. Talking out of
turn.
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Prognosis of ADHD
Educational Implications – Predominantly 17

Inattentive Type

➜ Break up tasks into

➜ Allowfrequent smaller, timed
breaks. chunks.

➜ Establish eye ➜ Ensure all noise

contact with the level in the class is
student. low.
Educational Implications – Predominantly 18

Inattentive Type

➜ Establish a cuebetween ➜ Make the child sit

teacher and child. away from the
window/door.
➜ Walk around the
classroom as the lesson ➜ Remove unnecessary
is progressing and tap stimulation from the
the place in the child’s classroom.
book that is currently
being read or discussed.
Educational Implications – Predominantly 19

Inattentive Type

➜ Incorporate child’s
➜ Ask a simple interest into a lesson
plan.
question to a child
whose attention is ➜ Decreasethe
beginning to assignment length.
wander( not
➜ Use the child’s name in
related to topic in the material being
hand)/call out covered
child’s name .
Educational Implications – Predominantly 20

Hyperactive-Impulsive Type

➜ Summarize key points.

➜ Provide as much positive
attention and recognition
as possible.
➜ Give simple instructions.
➜ Seek help or collaborate
with an occupational
therapist and a counsellor
or psychologist.

➜ Make the child repeat the ➜ Clarify social rules in the

question before answering classroom.

➜ Teach the childself- ➜ Alternate physicaland

monitoring strategies mental activities
Educational Implications – Predominantly Hyperactive- 21

Impulsive Type

➜ Reward/reinforce ‘good’ ➜ Communicate with the

behavior and praise the child parents so that strategies
even for smaller efforts. can be consistent at home.

➜ Allow the child to squeeze a ➜ Probe irrelevant responses

ball/tap something (that does
not make noise), to help them
for possible connections to
vent out and focus. the questions

➜ Use wall clock, tell children how

long they have to work on an
assignment.
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