Introducing Cheryl

Introducing Cheryl:

A child with AD/HD Presented by: Team Side Track

Introducing Cheryl Our presentation will include: 2. An explanation of AD/HD 3. Symptoms and behaviors of AD/HD and how it affects children differently 4. What services and supports are available for parents and educators

Cheryl’s Diagnosis  Cheryl

has been diagnosed with AD/HD: a neurological condition that affects her behavior, thoughts and emotions.

 This

means that Cheryl has a medical condition, not a learning disability.

What is AD/HD?

Cheryl’s Diagnosis  Cheryl’s

parents had to observe her symptoms for 6 months before she was officially diagnosed.  A grueling procedure was required for Cheryl’s parents. An evaluation was recommended to include: – A thorough medical and family history. – A general physical and neurological exam. – A comprehensive interview with her parents, Cheryl, and Cheryl’s teacher(s).

Cheryl’s Diagnosis – Standardized screening tools for ADD / ADHD. – Observation of Cheryl. – A variety of psychological tests to measure – Cheryl’s IQ and social and emotional adjustment.

Diagnosis 

To be diagnosed with AD/HD, people (adults and children like Cheryl) must exhibit multiple symptoms of: – – –



hyperactivity impulsivity, or inattention.

the symptoms must have a negative impact on the person’s education, career, relationships, or social life.

Diagnosis 





Since ADD / ADHD starts in childhood, the doctor or therapist will look at how early the symptoms appeared – usually before the age of 7 The symptoms must have been going on for at least 6 months before ADD / ADHD can be diagnosed. The symptoms of ADD / ADHD must be present in multiple settings, such as at home and school. If the problem only appears in one environment, it is unlikely to be caused by ADD / ADHD.

Prevalence of ADHD  Between

3-5 % of children have AD/HD, or approximately two million children in the United States.  It is estimated in the US that 56% of these children are on medication.

Prevalence of ADHD  In

Canada, 2-12%, or 25,000 children are reported to have AD/HD.

 Up

to 67% of these children will continue to have symptoms as adults.

Cheryl’s Characteristics There are 3 main symptoms of AD/HD that can vary between Cheryl and other children: 3. Inattention 4. Hyperactivity 5. Impulsivity

Causes of AD/HD  Scientists

are still working on determining exact cause but feel that biological, genetic, and environmental factors could be contributing factors

Inattention – – – – – –

restless and fidgety, easily distracted loosing or forgetting things (toys, pencils, books) unable to stay on task during work or play often does not listen when spoken to has difficulty organizing tasks and activities avoids activities requiring sustained mental activity (school work or homework) – may also be inactive (hypoactive), may come across as being “lazy” or a daydreamer

Hyperactivity   

  

often fidgets with hands or feet or squirms in seat often leaves seat in classroom or in other situations in which remaining seated is expected often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) often has difficulty playing or engaging in leisure activities quietly is often "on the go" or often acts as if "driven by a motor" often talks excessively

Impulsivity  acts

on impulse  interrupts  impatient  easily frustrated  often blurts out answers before questions have been completed  often has difficulty awaiting turn

The Difference Between Boys and Girls  Boys

will be diagnosed with AD/HD 2-4 times more than girls.  Boys are often diagnosed earlier than girls because they exhibit more disruptive and aggressive behaviors.

Cheryl’s Positive Characteristics 

Like many children with AD/HD, Cheryl is – – – –



very creative shows strong leadership qualities is compassionate shows empathy towards others, especially to younger children, elderly people, and marginalized groups.

Cheryl also has great “stick- to- it- ness” and can hyperfocus on a subject that is of great interest to her.

Quote  “For

many people, ADHD is not a disorder but a trait, a way of being in the world. When it impairs their lives, then it becomes a disorder. But once they learn to manage its disorderly aspects, they can take full advantage of the many talents and gifts embedded in this sparkling kind of mind.” – Hallowell and Ratey

Quote  “[AD/HD

is] a misleading name for an intriguing kind of mind…[it should be simply viewed as] a name for a collection of symptoms, some positive, some negative” (Hallowell and Ratey 2005, p. 4).

Local Resources Available  ADD

Centre: 101-701 Pembina Highway, Winnipeg 897-4493 – Offers training in “Neurofeedback” which can teach concentration methods. Also offers support to parents, children, and educators

 ADHD

Support Group: 617 Erin Street, Winnipeg 774-1821 – Offers support mainly for adults but is also a resource centre

Internet Resources 

 

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The following websites offer excellent online information for educators, students, and parents: The Learning Disabilities Association of Canada http://www.ldac-taac.ca CADDAC – Centre for ADD/ADHD Advocacy, Canada http://www.caddac.ca/cms/page.php?2 Learning Disabilities Association of Alberta http://www.ldaa.ca/resources/free_teachers.aspx

In Closing…    

AD/HD is not a learning disability but a medical condition Almost guaranteed you will have 2 or 3 students with AD/HD in your classroom Children and adults can display symptoms of inattention, hyperactivity, and impulsivity Children can effectively learn to properly control these symptoms if early detection and support is made available.

One Guy’s Insight into his AD/HD