The Five French Fries Darren

ADHD

The Five French Fries Darren

ADHD • What is ADHD • Timeline • Types of adhd • Causes And effects • Diagnoses and Treatment • Home and School Partnership

Fact or Fiction 1.

All children with ad/hd are hyperactive.

2.

AD/HD is result of poor parenting and lack of proper nutrition.

3.

Effective treatment for children with ADHD is a combination of medication and behavioral modification.

Fact & Fiction

Source: www.adhd.ca

ADHD • Attention Deficit Hyperactivity Disorder • One of the most common childhood disorders, which can continue through till adulthood • 3 – 5% of school aged children have ADHD • 30 to 65 percent of children with ADHD continue to have symptoms into adolescence and adulthood.

What other conditions coexist with AD/HD • Of children with AD/HD: – – – – – – –

30 to 50% also have learning disabilities 40% also have oppositional defiant disorder 25%* also have conduct disorder 10 to 30% also have depression 30% also have anxiety disorders 20% also have bipolar disorder 7%** also have Tourette’s syndrome.

* 45% of adolescents with AD/HD have a conduct disorder. ** 60% of individuals with Tourette’s syndrome also have AD/HD.

http://education.alberta.ca

Subtypes •Predominantly Hyperactive-Impulsive •Predominantly Inattentive (also known as ADD) •Combined HyperactiveImpulsive and Inattentive

Hyperactivity • Have trouble sitting still (fidget, squirm) • Talk nonstop, often interrupting the class • Dash around, touching or playing with anything and everything in sight • Be constantly in motion • Have difficulty doing quiet tasks or activities  Especially with homework 

Impulsivity • Impatient • Blurt out inappropriate comments • Have difficulty waiting for things they want Often interrupt conversations or others' activities – especially in the classroom • Quick to make decisions – do not think before they say and/or do things

Inattention

• Are easily distracted • Forgetful, especially when it comes to homework • Have difficulty focusing on one thing • Become bored with a task after only a few minutes, unless they are doing something enjoyable • Difficult to learn new concepts • Do not seem to listen when being spoken to • Have difficulty processing information as quickly and accurately as others

Causes and Effects of ADHD

Biological Explanation – ADHD is a neurobiological disorder that results from the interactions of several genes during the perinatal period.

– The Dopamine neurotransmitter system is highly involved. • Multiple genes contribute

Biological Explanation – Results in brain abnormalities • Reduced size of brain lobes • Inefficient circuits connecting front and back of brain

http://research.aboutkidshealth.ca/teachadhd/abc/chapter2#SUBTITLE5

Catalyst Factors – Genetic • Highly heritable – Ie) Identical vs. fraternal twin studies

– Environmental • During the perinatal period, nicotine intake, leadexposure, and ingesting PCBs can increase the risk of ADHD

Physiological Results: – Difficulty doing the following in developmentally appropriate ways

– Affects the following areas of a person’s functioning:

• Self-control

• Regulate activity level

• School achievement

• Inhibit behavior

• Social skills and relationships

• Paying attention

http://www.adhd.ca/portals/adhd/eng/1 (Dr. Weiss)

Identifying ADHD – Many children have moments of hyperactivity and inattention but the behavioral difficulties experienced by people with ADHD are excessive, long-term, and pervasive.

A Brief History of Attention Deficit Hyperactivity Disorder

1844 Heinrich Hoffmann writes 2 children’s poems titled Fidgety Philip and Johnny Head in Air. Both poems are said to represent two types of ADHD being the Hyperactive and Inattentive forms. This is the first known recording of Hyperactive Childhood Behaviour.

The Story of Fidgety Philip Philip screams with all his might. Catches at the cloth, but then

Let me see if Philip can That makes matters worse again.

Be a little gentleman Let me see, if he is able

Down upon the ground they fall. Glasses, plates, knives, forks and all.

To sit still for once at table:

How Mamma did fret and frown.

Thus Papa bade Phil behave;

When she saw them tumbling down!

And Mamma look'd very grave.

And Papa made such a face! Philip is in sad disgrace.

But fidgety Phil, Where is Philip, where is he?

He won't sit still;

Fairly cover'd up you see!

He wriggles

Cloth and all are lying on him;

and giggles,

He has pull'd down all upon him.

And then, I declare

What a terrible to-do!

Swings backwards and forwards

Dishes, glasses, snapt in two! Here a knife, and there a fork!

And titlts up his chair, Philip, this is cruel work.

Just like any rocking horse; -

Table all so bare, and ah!

"Philip! I am getting cross!"

Poor Papa, and poor Mamma

See the naughty restless child

Look quite cross, and wonder how

Growing still more rude and wild.

They shall make their dinner now.

Till his chair falls over quite.

1902 Sir George Frederick Still a British doctor began documenting cases that involved impulsive childhood behaviour. He diagnosed the problem and called it a Defect of Moral Control.

1930’s The term Post-Encephalitic Disorder is coined after the encephalitis epidemic of 1917-1918. Resulting brain damage is thought to be the cause of hyperactivity. Minimal Brain Damage is another term used to describe what will in the future be ADHD.

1937 Dr. Charles Bradley began introducing the use of stimulants to treat hyperactive children.

1956 Ritalin was introduced and used for the first time as a treatment for children suffering from hyperactivity.

Early 1960’s Minimal Brain Dysfunction becomes the medical term of choice to use for hyperactive children.

Mid 1960’s Stimulant medication becomes common treatment for people diagnosed with ADHD.

1968 The American Psychiatric Association (APA) created a diagnostic category for Hyperkinetic Reaction of Childhood.

1970’s Along with hyperactivity, impaired attention and impulse control (verbal, cognitive and motor) are recognized as primary symptoms of ADHD.

1980 The American Psychiatric Association officially refers to the disorder as Attention Deficit Disorder for the first time. At this time ADD and ADHD were separate diagnoses. Over the next twenty years the APA further defined ADD until arriving at today’s definition of ADHD, Attention Deficit Hyperactivity Disorder.

1987 The APA renames the disorder Attention Deficit Hyperactivity Disorder. The APA noted that ADHD was a medical diagnosis based on behavioural problems which were different than problems associated with emotional confusion.

1996 Along with Ritalin, a second medication is approved by the FDA for the treatment of ADHD. The new stimulant is called Adderall.

1997 The first study of Strattera in children with ADHD is launched. In 2002 Strattera became an FDA approved stimulant used to treat ADHD in children, adolescents and adults.

1998 The American Medical Association released the national institute of Health Consensus Statement on ADHD stating that ADHD is one of the best researched disorders.

2009 Presently there are additional medications such as Concerta and Focalin that have been approved and are being used along with Ritalin and Strattera for treatment of ADHD.

Local Resources Canadian Mental Health Organization, Winnipeg Region 432 Ellice Street Winnipeg Manitoba R3B 1Y4 (204)982-6100

Learning Disabilities Association of Manitoba 617 Erin Street Winnipeg, Manitoba R3G 2W1 (204) 774-1821

ADHD Treatment ADHD best treated with a combination of

medication and behaviour modification. Good treatment plans will include close

monitoring, follow-ups and any changes needed along the way.

Medication Stimulants are the most widely used treatment.

Between 70-80 percent of children with ADHD respond positively to these medications.

Short acting (3-6 hours)

- Ritalin - Adderall Long acting (8-12 hours)

- Daytrana - Concerta

Behaviour Modification Involves using strategies like positive

reinforcement for desired behaviour and consequences for inappropriate behaviour. Also used to improve the child’s relationships by

improving interactions with other children and adults. Has been shown to be more beneficial when

parents and teachers are involved instead of when children receive therapy alone.

References http://www.cdc.gov/ncbddd/adhd/treatment.ht

ml http://www.adhd.ca/portals/adhd/eng/121545 0116369.html http://www.keepkidshealthy.com/medicine_ca binet/ADHD_medications.html

Home and School Partnership • Before the student arrives: – Contact the parents and set up a time to meet if possible. – Talk to other teachers in the school for ideas on how the student behaved previously classes and what methods they used – Determine a good place for the student to sit away from distractions (ex. Doors, Windows, Fans). – Determine a place where the student can go if he really can’t concentrate and wants to work someplace with less distractions.

Home and School Partnership • In Class - Shine a light on students’ strengths. - Use strategies in class parents have found successful at home. -Set up Cues to remind student to take their medication. -Use a homework log book to keep in communication with the parents.

Fact or Fiction 1.

All children with ad/hd are hyperactive.

2.

AD/HD is result of poor parenting and lack of proper nutrition.

3.

Effective treatment for children with ADHD is a combination of medication and behavioral modification.

Sources •

National Institute of Mental Health. (2008). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved September 27, 2009, from NIMG Website: http://nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

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Whalen, C. K., Jamner, L. D., Henker, B., Delfino, R. J., and Jorie M. Lozano (2002). The ADHD Spectrum and Everyday Life: Experience Sampling of Adolescent Moods, Activities, Smoking, and Drinking. Child Development, 73 (1), 209-227. Retrived From Jstor Database.

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Picture Source: http://healthyoates.wordpress.com/2009/09/15/are-adhd-drugs-helping-our-kids-or-killing-them/ http://research.aboutkidshealth.ca/teachadhd/teachingadhd/

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http://pediatrics.about.com/od/adhd/a/adhd_symptoms.htm

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http://www.caddac.ca/

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http://research.aboutkidshealth.ca/teachadhd/teachingadhd/

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http://pediatrics.about.com/od/adhd/a/adhd_symptoms.htm

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http://www.caddac.ca/

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http://www.cdc.gov/ncbddd/adhd/treatment.html

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http://www.adhd.ca/portals/adhd/eng/1215450116369.html

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http://www.keepkidshealthy.com/medicine_cabinet/ADHD_medications.html

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http://www.adhd.ca/portals/adhd/eng http://www.adhd.ca/portals/adhd/eng//

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http://www.adhdtexas.com/adhdtimeline.htm

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http://www.adhdcanada.com/

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http://home.earthlink.net/~mishal/phil1.html (Fidgety Philip)

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http://home.earthlink.net/~mishal/Poem2.html (Johnny Head in Air)

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http://www.adhd.ca/portals/adhd/eng/1215457854544.html (Dr. Weiss)

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http://www.adhd.ca/portals/adhd/eng/1215457870312.html (Dr. Jain)

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http://www.adhd.ca/portals/adhd/eng/1215457707520.html (Trevor’s Story)

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Learning Disabilities Association of Manitoba. (2006). Basics Children ADHD. ADHD. Winnipeg, M.B.: Author.

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Learning Disabilities Association of Manitoba. (2006). Learning Disabilities are Nothing New … Understanding them is. Winnipeg, M.B.: Author.

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Alberta Education, (2006). Focusing on Success: Teaching Students with Attention Deficit/ Hyperactivity Disorder. Disorder. Edmonton, AB: Calgary Learning Center. 17-2

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George S., Pewitt-Kinder, J., Ray J.A., (2009). Partnering with families of children with special needs. Young Children, Children, 2009 (Sept), 16-27.

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Learning Disabilities Association of Manitoba. (2006). Learning Disabilities are Nothing New … Understanding them is. Winnipeg, M.B.: Author.

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Learning Disabilities Association of Manitoba. (2006). Basics Children ADHD. ADHD. Winnipeg, M.B.: Author.

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Lily, E (2009, February 04). Tips for Home and School for Children with ADHD. ADHD. Retrieved from http://www.mental-health-matters.com/index.php?option= http://www.mental-health-matters.com/index.php?option=com_content&view= com_content&view= article&catid=35%3Aadhd&id=383%3Atips-for-home-and-school-for-children-with-adhd&Itemid=2056&limitstart=1 article&catid=35%3Aadhd&id=383%3Atips-for-home-and-school-for-children-with-adhd&Itemid=2056&limitstart=1

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Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). ADHD is a neurological disorder. disorder. Retrieved from http://research.aboutkidshealth.ca/teachadhd http://research.aboutkidshealth.ca/teachadhd//

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Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). Children do not outgrow ADHD. ADHD. Retrieved from http://research.aboutkidshealth.ca/teachadhd http://research.aboutkidshealth.ca/teachadhd//

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Martinussen R. Ph.D., Tannock R. Ph.D., McInnes A. Ph.D, Chaban P. M.Ed (2007). Genetic and environmental factors play a casual role in ADHD. ADHD. Retrieved from http:// research.aboutkidshealth.ca/teachadhd/ research.aboutkidshealth.ca/teachadhd/

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Ministry of Education: British Columbia, Special Education Services, A Manual of Policies, Procedures and Guidelines. Victoria, BC: BC Ministry of Education.

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National Institute of Mental Health. (2008). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved September 27, 2009, from NIMG Website: http://nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml

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Whalen, C. K., Jamner, L. D., Henker, B., Delfino, R. J., and Jorie M. Lozano (2002). The ADHD Spectrum and Everyday Life: Experience Sampling of Adolescent Moods, Activities, Smoking, and Drinking. Child Development, 73 (1), 209-227. Retrived From Jstor