ADHD CHILDS

ADHD Meaning :   Attention-deficit/hyperactivity disorder

(ADHD) is a disorder marked by an ongoing pattern of inattention
and /or hyperactivity that interferes with functioning or
development.   

It is a neurobehavioral developmental disorder affecting

preschoolers, children, adolescents and adults
characterized by impulsiveness and inattention with or
without or component of Hyperactivity .
Predominantly inattentive ADHD
If you have this type of ADHD, you may experience more
symptoms of inattention than those of impulsivity and
hyperactivity. You may struggle with impulse control or
hyperactivity at times. But these aren’t the main characteristics
of inattentive ADHD.

People who experience inattentive behavior often:

• miss details and are distracted easily

• get bored quickly
• have trouble focusing on a single task
• have difficulty organizing thoughts and learning new
information
• lose pencils, papers, or other items needed to complete a
task
• don’t seem to listen
• move slowly and appear as if they’re daydreaming
• process information more slowly and less accurately than
others
Predominantly hyperactive-impulsive ADHD
This type of ADHD is characterized by symptoms of impulsivity
and hyperactivity. People with this type can display signs of
inattention, but it’s not as marked as the other symptoms.

People who are impulsive or hyperactive often:

• squirm, fidget, or feel restless

• have difficulty sitting still
• talk constantly
• touch and play with objects, even when inappropriate to the
task at hand
• have trouble engaging in quiet activities
• are constantly “on the go”
• are impatient
• act out of turn and don’t think about consequences of actions
• blurt out answers and inappropriate comments
• Children with hyperactive-impulsive type ADHD can be a
disruption in the classroom. They can make learning more
difficult for themselves and other students.
Combination ADHD:
If you have the combination type, it means that your symptoms don’t
exclusively fall within the inattention or hyperactive-impulsive
behavior. Instead, a combination of symptoms from both of the
categories are exhibited.

Most people, with or without ADHD, experience some degree of

inattentive or impulsive behavior. But it’s more severe in people with
ADHD. The behavior occurs more often and interferes with how you
function at home, school, work, and in social situations.

The National Institute of Mental Health explains that most children

have combination type ADHD. The most common symptom in
preschool-age children is hyperactivity
Signs and Symptoms :
                    It is normal for children to have trouble
focusing and behaving at one time or another.
However, children with ADHD do not just grow out
of these behaviors. The symptoms continue, can be
severe, and can cause difficulty at school, at home,
or with friends.

A child with ADHD might:

• daydream a lot
• forget or lose things a lot
• squirm or fidget
• talk too much
• make careless mistakes or take unnecessary risks
• have a hard time resisting temptation
• have trouble taking turns
• have difficulty getting along with others
Causes of ADHD:
                     Scientists are studying cause(s) and risk factors in an effort to
find better ways to manage and reduce the chances of a person having
ADHD.The causes and risk factors of ADHD are unknown, but current
research shows that genetics plays an important role. Recent studies of
twins link genes with ADHD.
   In addition to genetics, scientists are studying other possible causes
and risk factors including:
•    .Brain injury
•    .Exposure to environmental
•    .Alcohol and tobacco use
•    .Premature delivery
•    .Low birth weight
  Research does not support the popularly held views that ADHD is
caused by eating too much sugar, watching too much
television,patenting,or social and environmental   factors such as
poverty or family chaos.Of course,many things,including these,might
make symptoms worse,especially in certain people.But the evidence is
Treatments of ADHD:
                             In most cases,ADHD is the best
treated with a combination of behavior
therapy and medication.For preschool - aged
children(4-5 years of age)with ADHD,behavior
therapy,particularly training for parents,is
recommended as the  first line of treatment
before medication is tried.What works best
can depend on the child and family.Good
treatment plans will include close
monitoring,follow-ups, and making changes,if
needed,along the way
An idea teachers must understand is that students with special needs such
as learning disabilities need to be taught differently or need some
accommodations to enhance the learning environment. Not everyone
learns in the same way, and you can follow some tips to create a well-
rounded learning atmosphere.
• Maintain an organized classroom and limit
distractions:For students with special needs, maintaining a
healthy balance of structure and unstructured processes is
important. For example, on each student’s desk, have a place for
everything that is clearly labeled (use words or colors, for instance).
Also consider using checklists and help students keep their
notebooks organized; teach them how to do so on their own, but
also check at the end of each day and offer suggestions for keeping it
more organized. 
On the unstructured side of things, allow students with special needs to
change their work area while completing homework or studying and
assign tasks that involve moving around the room. For students with
special needs and learning disabilities, hearing instructions or following
directions can be made difficult if there are too many distractions.
Schedule breaks throughout the day and seat students with special needs
in an area of the classroom that limits distractions; for example, do not sit
these children by a window, in front of an open door, or by the air
conditioner, as people walking by or additional noises might be too
 up” while cleaning up before the next activity; use a similar
approach in the classroom. Students with special needs might
also respond well to varied voice inflection and tone, so use a
mixture of loud, soft, and whisper sounds. Using proper
pronunciation and sometimes slightly exaggerating proper
speech will help a child model the same principles.
• Break down instructions into smaller,
manageable tasks. Students with special needs
often have difficulty understanding long-winded or several
instructions at once. For children with learning disabilities, it is
best to use simple, concrete sentences. You might have to
break down a step into a few smaller steps to ensure your
students with special needs understand what you are asking.
You might even want to put the directions both in print and
saying them verbally. Ask your students with special needs to
repeat the directions and ask them to demonstrate that they
understand. Do not give further instructions until a student
has completed the previous task.
• Use multi-sensory strategies. As all children
learn in different ways, it is important to make every lesson as
multi-sensory as possible. Students with learning disabilities
might have difficulty in one area, while they might excel in
another. For example, use both visual and auditory cues. Create
opportunities for tactile experiences. You might need to use
• Give students with special needs
opportunities for success. Children with
learning disabilities often feel like they do not
succeed in certain areas, but structuring lessons that
lead to successful results is a way to keep them
motivated. Provide immediate reinforcement for
accomplishments, be consistent with rules and
discipline, correct errors and reward students when
they make these corrections themselves, explain
behavioral expectations, and teach and demonstrate
appropriate behaviors rather than just expecting
students with special needs to pick them up.
• While these suggestions are ideal for classroom
settings, parents of students with special needs can
also implement these principles. Helping children with
learning disabilities both in and out of the classroom
is the best way to help your students with special
 THANK YOU !
(ANY QUESTION)