NAMI NORTH CAROLINA

Attention Deficit (Hyperactivity) Disorder – AD(H)D Fact Sheet

Symptoms/characteristics:

Rapid movement/hyperactivity, can be aggressive
Arouse early in AM
Love of novelty, forbidden
Problem w/disinhibition or attention or both
Hypersensitive senses – fluorescent lights, fabric on skin, high pitched voice
Very sensitive in emotional, cognitive, kinesthetic domains – “driven-ness, frantic starts, endless running”
Three subtypes per DSM-IV: hyperactive/impulsive, inattentive, combination

Brain biology:

Right prefrontal cortex and basal ganglia – smaller
Lacking enough dopamine (helps us focus)
60% have co-morbid disorders
All helped by medication (stimulants); 2/3’s need behavior therapy

Treatment: Most studies point favorably to use of medication (stimulants) along with psychosocial treatments - behavioral strategies such as reward system and time out; also parent training where parent learns child management skills.

Classroom applications:

Respond best to immediate rewards and consequences
Visual learners
Find out what they love – “emotional side of learning”
Break goals down into many smaller goals
Encouragement – stars, small frequently-changing rewards
Use checklists
A specific, organized “place” for all activities
Need escape, time out place, punching bags
Do best in classroom with well-defined rules, posted schedules, reduced stimulation (not near windows, doors) but do not isolate. (Without guidance, will be lost in thoughts)
Self-monitoring system – terrific! Like # of times out of seat, in seat.
Smaller assignments, less on homework – break into manageable parts
Reporter style homework for older students (Who, what, where…)

Advice for parents/care givers

Follow a specific schedule for all activities- from waking up to doing homework to bedtime.
Keep rules and consequences simple, easy to understand.
Keep directions clear and brief. Ask child to repeat directions back to you.
Reward appropriate behavior.
Closely supervise child and observe with friends. Child may need help with learning appropriate social behavior.
Focus on effort and reward small accomplishments.
Follow a well-balanced diet and encourage regular exercise routine.
Use “reminder” language to overcome short-term memory problems.
Keep language positive. (Instead of saying “Pay attention,” say “I will continue when I know you are with me.”)
From George Lynn, enter into a coaching/consultant type relationship. Ask child why he does certain things, how he is feeling. Observe and learn from him what his challenges are.

Books for children:

Putting on the Brakes, by Patricia Quinn and Judith Stern
Keeping A Head in School: A Student’s Book About Learning Abilities and Learning Disorders, by Mel Levine

Books for teachers and parents:

Survival Strategies for Parenting Your ADD Child: Dealing with Obsessions, Compulsions, Explosive Behavior, and Rage by George Lynn.
Teaching the Tiger: A Handbook for Individuals Involved in the Education of Students with Attention Deficit Disorders, Tourette Syndrome, or Obsessive- Compulsive Disorder by Marilyn Dornbush and Sheryl Pruitt.
A Teacher’s Guide to ADD-Brain-based Knowledge and Strategies for Helping ADD Students Succeed by Daniel Amen, MD.

Internet sites:

This information is not meant to be all- inclusive but to be used as a quick reference. Sources include the above books for teachers and parents, NIH Consensus Statement 110, www.ldonline.com, P Jensen, MD.