ADHD

Group I2: Carmen, Sandy, Samantha, Teyonna, & Casey

 Characteristics of ADHD
✘ Students with ADHD face challenges with working memory, goal-directed
attention/persistence, inhibition, and problem-solving.
✘ They often have lower academic achievement, lower grade point averages, and higher grate-
retention rates than students who do not have ADHD.
✘ Key characteristics: inattention, hyperactivity, and impulsivity
✘ Because of these traits they are often confused about what to do, do not understand directions,
appear unmotivated, may concentrate on something extraneous, make careless mistakes, and
show reluctance to engage in tasks that require commitment.

2
What’s it like to have ADHD?

https://youtu.be/Hl7Ro1PUJmE
3
 Diagnostic criteria
✘ The nondiscriminatory evaluation process of ADHD includes observation, screening,
referral, evaluations/tests, and determination.
✘ Healthcare providers use the guidelines in the American Psychiatric Association’s Diagnostic
and Statistical Manual (DSM-5) to diagnose ADHD.
✘ To be diagnosed with ADHD, an individual must have 12 or more symptoms as defined by
DSM-5.
✘ There is not a single test to diagnose ADHD.
✘ DSM-5 classification information:
https://books.google.com/books?hl=en&lr=&id=-JivBAAAQBAJ&oi=fnd&pg=PT18&dq=
American+Psychiatric+Association%E2%80%99s+Diagnostic+and+Statistical+Manual&ots
=ceVN_0JLw6&sig=3A1xnvPeM0fKxcnp0lo3MiLiZrI#v=onepage&q=American%20Psych
iatric%20Association%E2%80%99s%20Diagnostic%20and%20Statistical%20Manual&f=fa
lse

4
 DSM-5 Symptoms
✘ Is often easily distracted.
✘ Often unable to play or take part in leisure activities
quietly.
✘ Is often “on the go” acting as if “driven by a motor”.
✘ Often talks excessively.
✘ Often blurts out an answer before a question has
been completed.
✘ Often has trouble waiting for their turn.
✘ Often interrupts or intrudes on others.
✘ Often loses things necessary for tasks and activities.
✘ Is often forgetful in daily activities.
✘ Often does not follow through on instructions and
fails to finish schoolwork, chores, or duties in the
workplace (e.g., loses focus, side-tracked).
✘ Often has trouble organizing tasks and activities.
5
✘ Often runs about or climbs in situations where it is not
appropriate (adolescents or adults may be limited to
feeling restless).
✘ Often does not seem to listen when spoken to directly.
✘ Often avoids, dislikes, or is reluctant to do tasks that
require mental effort over a long period of time (such as
schoolwork or homework).
✘ Often fidgets with or taps hands or feet, or squirms in
seat.
✘ Often leaves seat in situations when remaining seated is
expected.
✘ Fails to give close attention to details or makes careless
mistakes in schoolwork, at work, or with other
activities.
✘ Often has trouble holding attention on tasks or play
activities.
(CDC, 2019)
 Want to learn more about ADHD and
diagnosing it? Watch:
https://video-alexanderstreet-com.ezproxy1.l
ib.asu.edu/watch/adhd-diagnosis-and-subtyp
ing
 7
https://www.charlestonphysicians.com/sponsored-health-wellness/a-closer-look-at-adhd/
6,400,000
with adhd in the u.s.
children diagnosed

8
 Needs of Students With ADHD
✘ Like all students, ✘ It is important for a ✘ Students with ADHD
students with ADHD student with ADHD need their teacher to
need to feel to have opportunities help set and monitor
accepted. to be successful in their personal goals.
✘ They may need the classroom and
redirection because for their teacher to
they can get easily acknowledge their
distracted when success.
completing tasks.

9
 Legal Policies
➢ Under the Federal Civil Rights Law Section 504 of the
Rehabilitation Act of 1973 protects any students with a
disability from discrimination.
➢ A student who has ADHD is entitled to special education or
related services from their school.
➢ IDEA (Individuals with Disabilities Education Act) is the
law that governs special education and Section 504
allowing students with a disability such as ADHD the
protection specified in these federal laws.
 Classroom
Strategies
✘ A teacher’s attitude, willingness to
help, and flexibility are all key to
the success of a student with.
✘ Types of accommodations to
enhance executive functioning are
strategies that promote attention,
organization, time management
and motivation.

11
Classroom Strategies: Organization
✘ A student with ADHD should have color-coded textbooks, folders,
and workbooks by subject.
✘ Have parents sign homework when it is completed.
✘ Make sure the student has all the necessary study materials.
✘ At the end of the day, give students a few minutes to organize their
desks and work.

12
 Classroom Strategies: Time
Management
✘ For major assignments set deadlines for each phase or
component.
✘ Work with the student to help them prioritize their
assignments and tasks.
✗ Encourage students to use a planner.
✘ Have students use stopwatches, timers, or other resources to
keep track of time.

13
 Classroom Strategies: Attention
✘ A teacher should only give one or two instructions at a
time and have the student repeat it.
✗ This will help them stay focused and remember the
task at hand.
✘ Give students breaks at set intervals.
✘ Encourage students to engage in physical exercise.

14
 Classroom Strategies: Motivation
✘ Support the student emotionally and do no let him or her get
down on themselves
✘ Give students rewards for positive behavior, such as computer
time or free reading.
✘ Pair the student with a classmate who is goal-oriented.

15
 Place your screenshot
here

Wellbeyond Meditation for Kids

App with simple, instructed meditation to help children relax and reflect (ages 7+).
Devices: iPhone, iPod Touch, iPad (2016)
 Place your screenshot here

Toca Nature
Create dreamy nature scenes with this app to help unwind (ages 4+).
Devices: iPhone, iPod Touch, iPad, Android, Kindle Fire, Nook HD (2014)
 Place your screenshot here

Center for Parent Information and Resources

Searches your area for local services/resources for parents with children with ADHD.
For additional resources, visit
https://soarnc.org/adhd-resources-for-
parents/

19
https://www.mostphotos.com/en-us/18336731/adhd-word-cloud
 References
ADHD Voices. (2012). What’s it like to have ADHD? [Video]. Youtube.
https://www.youtube.com/watch?v=Hl7Ro1PUJmE&feature=youtu.be
Atlas Branding. (2020). ADHD resources for parents. Retrieved from
https://soarnc.org/adhd-resources-for-parents/
Centers for Disease Control and Prevention. (2019). Symptoms and diagnosis of ADHD. Retrieved from
https://www.cdc.gov/ncbddd/adhd/diagnosis.html
Common Sense Media. (n.d.). Relaxation apps for kids with ADHD. Retrieved from
https://www.commonsensemedia.org/lists/relaxation-apps-for-kids-with-adhd
United States of Education Office for Civil Rights. (2016). Rights of individuals with ADHD. Retrieved from
http://www.2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf
Yanoff, J. C. (2006). Classroom teachers inclusion handbook: Practical methods for integrating students with
special needs.Retrieved from https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu

21