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Attention Deficit Hyperactivity DisorderFrom: Let's Talk #41 |
CreditsSourceAmerican Speech- Language- Hearing AssociationContentsIntroductionADHD and Learning Disabilities Identification Treatment Additional Resources ForumsLearning and Other DisabilitiesRelated ArticlesAttention Deficit - Hyperactivity Disorder A Guide for ParentsAttention-Deficit/ Hyperactivity Disorder |
IntroductionThe ability to pay attention is an important prerequisite to success in school. Any difficulty with attending skills can have an adverse effect on learning. Attention deficit hyperactivity disorder (ADHD) refers to the approximately 1 in every 20 (3-5%) of school-age children who have significant difficulty with attention. Although the specific cause of ADHD is still unknown, research has indicated the possibility of a genetic or other prenatal cause.
The terms used to identify these children have changed as knowledge of the.disorder has increased. In the past, terms such as minimal brain damage or minimal brain dysfunction (MBD), learning disability (LI), or hyperactive or hyperkinetic were used depending on the child's major area of difficulty. Today, attention deficit hyperactivity disorder is used to recognize the important relationship between attending skills and the ability to learn.
ADHD is the term used when the primary characteristic is significant inattentiveness and impulsivity with or without hyperactivity. The child often fails to finish projects, seems not to listen, is easily distracted, and has difficulty concentrating even on a chosen task. Other thoughts. sights, or sounds keep getting in the way, especially when the task is difficult or uninteresting. The child acts before thinking, switches from activity to activity, needs a lot of supervision, and has difficulty with organization of time, work, and belongings.
Hyperactivity often occurs with inattentiveness and impulsivity. The child has difficulty sitting still, fidgets excessively, has difficulty staying seated, and moves about excessively even during sleep. Onset occurs before the age of 7 years. Behaviors are chronic (present throughout the child's life), pervasive (present throughout the child's day), and are not due to other factors such as anxiety or depression.
Attention deficit disorder residual type (ADDRET) is sometimes used to indicate residual attention deficit disorder (ADD) in older adolescents who were previously identified as ADHD at a younger age but who no longer exhibit hyperactivity. Approximately 50% of those with ADHD will mature out of ADHD at puberty.
ADHD is present in children with average ability and in those who are gifted. It affects boys and girls, but is more prevalent in boys. Most often, these children appear restless and fidgety, but some children appear lethargic, shy, and withdrawn. They may shout out answers in class or respond reluctantly after prodding by the teacher. Work is often incomplete and disorganized. At times, some children appear to be in their own little world and are often falsely accused of not trying hard enough, of being lazy, or of just not caring. Social and emotional problems are common. They may be rejected by their peers. Academic difficulties, behavioral problems, low, self-esteem, aggressiveness, and, at times depression may occur. Back to the Table of ContentsADHD and Learning DisabilitiesADHD and learning disabilities frequently occur together, however, they are not the same. Learning disabilities include difficulty with receiving, organizing, understanding, remembering, and offering information. ADHD involves difficulty with paying attention to information. Between 10 and 20% of all school-aged children have learning disabilities. of those with LD, about 20 to 25% will also have ADHD.
Identification
Behavioral problems, poor school work, and learning difficulties may be the first indicators of a need for evaluation. Diagnosis is based on the history of the problem or behavior, and whether it is chronic and pervasive. A complete evaluation includes a team review of the child's medical, psychological, educational, and behavioral strengths and areas of difficulty by audiologists, speech-language pathologists, pediatricians, psychologists. special educators, psychiatrists, and neurologists.
Treatment
Audiologists and speech -language pathologists are specialists in human communication. An audiologist should be consulted to measure hearing ability, evaluate auditory skills, identify the presence and severity of any problem, and provide appropriate recommendations. A speech- language pathologist should be consulted to evaluate speech and language skills, identify areas of strength and weakness in communication, and provide appropriate recommendations and treatment, if indicated.
Medication (such as Toframil, Desipramine, Catapress, Tegretol, Dexedrine, Ritalin, and Cylert) may be prescribed to control or treat symptoms by a physician who is familiar with ADHD.
Educational interventions such as accommodations within the regular education classroom (for example, preferential seating in the classroom and elimination of distraction), compensatory educational instruction (for example, repeating and simplifying instructions, tutoring, and use of a daily assignment notebook), or placement in special education programs may be suggested.
Family and/or individual treatment may help to deal with aggression, frustration, and disappointment, and feelings of failure in getting along with family, school personnel, and peers.
Previous treatment approaches including food-additive-free diet, elimination of sugar and megavitamin treatment have been found to be of little value.
Additional Resources
For additional information and useful resources for working with ADHD, contact:
A.D.D. Warehouse
Association for Children and Adults with Learning Disabilities
Attention Disorders Association of Parents and Professionals Together
(ADAPPT)
Children with Attention Deficit
Orton Dyslexia Society
CreditsIt has been provided by American Speech-Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852. |
