Posted by Jonet Artis and Sara Hopson
Attention Deficit Hyperactivity Disorder (ADHD)
Description
Description
Attention-deficit/hyperactivity disorder (ADHD) is described as being levels of “inattention , distractability, and/or hyperactivity and impulsivity that are not developmentally appropriate.” (Glanzman & Blum, 2007) These characteristics can possible cause difficulties for the child to adapt functionally in a variety of locations including home and school.
Diagnosis
According to the American Psychiatric Association, 3-7% of school-age children are diagnosed with ADHD (as cited in Salmeron, 2009). Children can be diagnosed as having ADHD at earliest the age of 3 however; generally the diagnosis occurs between the 8 and 9 years old. 60% of children with ADHD continue to have significant symptoms as adults. The American Psychiatric Association state that the diagnosis of a person as having ADHD is based on five criteria. These five criteria include, “number and severity of symptoms, age of onset, setting where impairment occurs, clear evidence of impairment, and exclusion of other causes." (as cited in Salmeron, 2009)
Intervention
Currently behavioral interventions and/or stimulant medications are used to treat children and adolescents with ADHD (Raggi & Chronis, 2006). Although stimulant medication has been found to be effective in areas of academia within the classroom for a short time period, for longer periods there is no evidence if it is just as effective. Behavioral parent training and behavioral school interventions are said to be successful in improving classroom behavior but not specifically to academic performance. Academic interventions seek to enhance behavior and academic outcomes A type of academic intervention is peer tutoring. Peer tutoring is a type of intervention where children with ADHD receive a tutor/helper from their class that helps them to learn academic material. This type of intervention utilizes a one-to-one instruction which means that the instruction can go at the pace of the student and “be tailored to the child’s academic ability.” (Raggi & Chronis, 2006) Through this instruction the child will have to actively respond to the peer tutor because of the one-to-one instruction and the peer tutor will be required to provide immediate feedback.
Diagnosis
According to the American Psychiatric Association, 3-7% of school-age children are diagnosed with ADHD (as cited in Salmeron, 2009). Children can be diagnosed as having ADHD at earliest the age of 3 however; generally the diagnosis occurs between the 8 and 9 years old. 60% of children with ADHD continue to have significant symptoms as adults. The American Psychiatric Association state that the diagnosis of a person as having ADHD is based on five criteria. These five criteria include, “number and severity of symptoms, age of onset, setting where impairment occurs, clear evidence of impairment, and exclusion of other causes." (as cited in Salmeron, 2009)
Intervention
Currently behavioral interventions and/or stimulant medications are used to treat children and adolescents with ADHD (Raggi & Chronis, 2006). Although stimulant medication has been found to be effective in areas of academia within the classroom for a short time period, for longer periods there is no evidence if it is just as effective. Behavioral parent training and behavioral school interventions are said to be successful in improving classroom behavior but not specifically to academic performance. Academic interventions seek to enhance behavior and academic outcomes A type of academic intervention is peer tutoring. Peer tutoring is a type of intervention where children with ADHD receive a tutor/helper from their class that helps them to learn academic material. This type of intervention utilizes a one-to-one instruction which means that the instruction can go at the pace of the student and “be tailored to the child’s academic ability.” (Raggi & Chronis, 2006) Through this instruction the child will have to actively respond to the peer tutor because of the one-to-one instruction and the peer tutor will be required to provide immediate feedback.
Local Support Groups for ADHD
Family Advocacy Network (FAN) “Meet the Experts” Support and Educational Series
- Designed for parents of school age children who have emotional and behavioral challenges or other mental health issues. Refreshments available. Childcare provided with advance registration.
- Meets on the 3rd Saturday of each month, 9:30-11:30 at the Orange United Methodist Church, 1220 Martin Luther King Jr. Blvd. Chapel Hill, NC 27516.
- Support group meetings to be held one hour prior to educational clinics.
- For updates, visit http://www.fan-mhaorangeco.org/
- For more information contact Julie Bailey at 919-942-8083 ext. 2 or email her at julie@mhaorangeco.org.
Also NOTE: FAN additionally offers a 4-week parent support/education series three times per year entitled, “Parenting Wisely,” an interactive computer software program for small group or individuals needing assistance with basic parenting skills.
For details, contact Linda Boldin, Family Advocate, at Linda@mhaorangeco.org, or 919-942-8083.
NC Support Groups for Parents of Children with Special Needs
Wendy Ward at (800) 962-6817 ext. 35 Chapel Hill, NC:
Additional Resources
Exceptional Children's Assistance Center (ECAC)
This is a training and information center that provides free information and assistance with educational issues to parents of children with disabilities. They offer a lending library, newsletter, and a Parent Info Line answered by parents. Telephone toll free 800.962.6817 or 704.892.1321.
This is a training and information center that provides free information and assistance with educational issues to parents of children with disabilities. They offer a lending library, newsletter, and a Parent Info Line answered by parents. Telephone toll free 800.962.6817 or 704.892.1321.
Family Support Network of North Carolina (FSN)
Family Support Network of North Carolina promotes and provides support for families with children who have special needs. A directory is provided that enables families to search for national and state organizations. Telephone toll free 800.852.0042.
Family Support Network of North Carolina promotes and provides support for families with children who have special needs. A directory is provided that enables families to search for national and state organizations. Telephone toll free 800.852.0042.
IDEA Partnerships – The Families and Advocate Partnership for Education
The Families and Advocate Partnership for Education (FAPE) is a project funded by the U.S. Department of Education to provide parents, administrators, service providers, and policy makers with information about the implementation of IDEA '97.
The Families and Advocate Partnership for Education (FAPE) is a project funded by the U.S. Department of Education to provide parents, administrators, service providers, and policy makers with information about the implementation of IDEA '97.
References
Glanzman M.M., & Blum, N.J. Attention Deficits and Hyperactivity. In Batshaw, M. (2007). Children with disabilities. (p.345) (6th Edition). Baltimore, MD: Paul H. Brookes.
Raggi, V.L., & Chronis, A.M. (2006). Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clinical Child and Family Pyschology Review, 9(2), 85-111.
Salmeron, P.A. (2009). Childhood and Adolescent Attention-Deficit Hyperactivity Disorder: Diagnosis, Clinical Practice Guideline, and Social Implications. Journal of the American of Nurse Practitioners, 21, 488-497.
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