ATTENTION-DEFICIT

HYPERACTIVITY
DISORDER (ADHD)

Jeano Vio S. Lumakang

 WHAT IS ADHD?
It is a persistent pattern of inattention and/or
hyperactivity-impulsitivity that interferes with
functioning and development.

Impulsivity refers to acting without thinking

first. Hyperactivity refers to a condition where a
person seems to move around constantly,
including in situations when it is not
appropriate, or excessively fidgets, taps, or
talks.
 CHARACTERISTICS OF
LEARNERS WITH ADHD
Inattention
Appearing not to listen when spoken to
Having trouble staying foucused; easily
gets distracted or gets bored with a
task before it is completed
Hyperactivity
Having difficulty sitting still, playing
quietly, or relaxing
Moving around constantly, often
running or climbing inappropriately

Having difficulty remembering things Having a quick temper or "short fuse

and followinh instructions; not paying
attention to details or making careless Talking excessively
mistakes.
 CHARACTERISTICS OF
LEARNERS WITH ADHD
Impulsivity
Intruding other people's conversations or
games

Ofter interrupting others; saying the wrong

thing at the wrong time

Inability keeping powerful emotions in

check, resulting in angry outbursts or
temper
USUAL COMORDIBITY OF ADHD
OCD
Obsessive
Compulsive OPO
Substance Disorder Oppositional
Abuse Difiant Disorder
CD
Dyspraxia Conduct
Disorder

Sleep
Disorders Many children with ADHD has other disorders. Bi-polar
Disorder

(Comordibity-the simultaneous presence of two

Speech/ or more diseases or medical conditions in a Dyslexia
Language patient.)

Anxiety/
Aspergers Tics/Tourettes
Depression
Syndrome
 CAUSES OF ADHD

ADHD is considered as a neurologically-based

disorder, there is no clear and consistent evidence
that links it to brain damage or dysfunction

(Neurological- Having to do with nerves or the

nervous system.)

Genetic factors could be a possible cause as those

with ADHD in the family are at greater risk of
having it.
IDENTIFICATION AND
TREATMENT OF ADHD
Teachers can use the Vanderbilt ADHD
Diagnostic Teacher Rating Scale which
measures ADHD and associated symptoms.
IDENTIFICATION AND TREATMENT
OF ADHD
Behaviors are counted if they are scored two (oftern)
or three (very often)

Inattention requires six or more counted behaviors

from questions 1-9 for indication of the
predominantly innatentive subtype.
IDENTIFICATION AND TREATMENT
OF ADHD
Hyperactivity/Impulsivity requires six or more
counted behaviors from questions 10-18 for
indication of the predominantly
hyperactive/impulsive subtype.

Combined subtype requires six or more counted

behaviors each on both inattention and
hyperactivity/impulsivity dimensions.
 Never Occassionally Often Very
Often
0 1 2 3
1. Fails to give attention to details or makes careless mistakes in school
work

2. Has difficulty sustaining attention to tasks or activities

3.Does not seem to listen when spoken to directly

4. Does not follow through on instruction and fails to finish school work
(not due to oppositional behavior or failure to understand)

5. Has difficulty organizing tasks and activities

6. Avoids, dislikes, or is reluctant to engage in tasks that require sustaining

mental effort.

7. Loses things necessary for tasks or activities (school assignments,

pencils, or books)

8. Is easily distracted by extraneous stimuli

9. Is forgetful in daily activities

 Never Occassionally Often Very
Often
0 1 2 3
10. Fidgets with hands or feet or squirms in seat

11. Leaves seat in classroom or in situations in which remaining seated is

expected

12. Runs about or climbs excessively in situations in which remaining seated

is expected

13. Has difficulty playing or engaging in leisure activities quetly

14. Is "on the go" or often acts as if "driven by a motor"

15.Talks excessively

16. Blurts out answers before questions have been completed

17. Has difficulty waiting in line

18. Inerrupts or intrudes on others (e.g., butts into conversations or games)

 TYPICAL AND ATYPICAL
DEVELOPMENT
0 to 1 year Extremely distractible
Stages of 1 to 2 years Concentrate on tasks of own choosing
attention
developmen 2 to 3 years Can shift attention from one activity to
that could another
help a with adult's help
teacher
identify if a 3 to 4 years Can switch attention without adult's
child is still help
at par or if
there is 4 to 5 years Attention is two-way
delay
5 to 6 years Attention is established and sustained
THANK YOU