ADD/ADHD

A disorder characterized by
inappropriate degrees of
attention, impulsiveness, and/or
hyperactivity.
► Although these areas are considered to be
core symptoms, all three characteristics are
not necessarily present in those affected.
► Symptoms are generally first manifested
early in childhood and may persist in
varying degrees throughout adult life.
► The difference between Attention Deficit
Disorder and Attention Deficit Hyperactivity
Disorder (ADD/ADHD) is the absence or
presence of hyperactivity.
 CHARACTERISTICS
► Hyperactivity, fidgetiness and/or squirming.
► Impulsivity (difficulty staying focused on an
immediate task) often described by those with
ADD/ADHD behavior driven by thoughts, ideas, or
suggestions that race through the mind.
► Inattention for "tedious" or "unexciting" mental
activity, very obvious with respect to school work
but not limited to formal learning experiences.
► Note body posture and lack of attending visually
to the task.
► Falling asleep slowly and with great difficulty
at night.
► Waking slowly or, especially in young
children, being disorganized and/or grumpy
in the morning unless anticipating high
excitement activity.
► Spatial dyslexia (for example, writing mirror-
image reversals of letters, difficulty with left-
right discrimination, and difficulty properly
sequencing letters, words or numbers).
► Episodic explosiveness (also referred to as
emotional outbursts or temper tantrums in
the very young) manifest as verbal violence
and/or hitting, biting, kicking etc.
► Frequent bedwetting.
► Unexplained and unreasonable emotional
negativity.
► Unexplained irritability or easy frustration
over minor issues or matters, often
described as "things bug me."
 CAUSE
► The causes of ADD/ADHD are found in the
functioning of the brain.
► Attention Deficit Disorder is a limiting metabolic
dysfunction of the brain. When neural building
materials are lacking, neurological demands
cannot be fulfilled easily.
► This interferes with the efficient processing of
information.
► Demands for new learning, memory, and the
management of information cannot be satisfied,
which overworks and stresses the brain.
► AttentionDeficit Disorder (ADD) and attention
deficit hyperactivity disorder (ADHD) are a
limiting metabolic dysfunction of the Reticular
Activating System, the center of consciousness
that coordinates learning and memory, and
which normally supplies the appropriate neural
connections necessary for smooth information
processing and clear,non-stressful attention
► When neural building materials are lacking,
demand for further connectivity cannot
easily be fulfilled
► This interferes with the efficient processing
of information, and frustrating the
ADD/ADHD individual.
► In other words, neural "hardware" remains
in limited production (there's not enough of
it), and supply cannot keep up with the
demand (increasing stimulus or "traffic") for
new neural connections within the Central
Nervous System (CNS)
► Demands for new learning, memory, and the
management of information processing cannot
be satisfied, and the insufficient "connections"
result in existing neural pathways being
repeatedly overworked and over stressed, often
resulting in complete gridlock or shutdown so
that nothing gets processed thereafter.
► This, most noticeably, generates frustration,
bewilderment, and behavioral problems in the
individual.
► A single cause has not been conclusively proven.
Some possibilities are:
► 1. Genetic/ Hereditary (strongest correlation)
► 2. Brain damage (head trauma) before, after or during
birth (twice as likely to have had labor> 13hrs)
► 3. Brain damage by toxins (internal: bacterial and
viral, external: fetal alcohol syndrome, metal
intoxication, eg lead)
► 4. Strongly held belief by some people (including at
least one book, Feingold's "Cookbook for Hyperactive
children") that food allergies cause ADD. This has
*not* been proven scientifically.
 Long Range prognosis
► ADD/ADHD is often life-long, though hyperactivity
usually improves with age.
► Patients with ADD/ADHD are more likely than
average to use drugs, fail or drop out of school,
have financial or credit problems and get in
trouble with the law;
► They also are rumored to be more creative than
average and many function very well.
► Early treatment allows for better
formation of study-habits and social
skills.
► 20% outgrow it by puberty but other
problems can interfere.
► ADD that lasts into Adulthood is
referred to as ADD-RT (Residual Type).
 IMPLICATIONS FOR
PHYSICAL EDUCATION
► Many children with ADD/ADHD experience
great difficulty in school, where attention,
quick cognitive processing, and motor
control are virtual requirements for success.
► Children with ADD/ADHD tend to have
difficulty and overreact to changes in their
environment.
► Whether at home or in school, children with
ADD/ADHD tend to respond best in
structured/predictable environments.
► These environments often have clear and
consistent rules and expectations with
defined consequences set forth ahead of
time and delivered immediately.
► By establishing structure and routines,
parents and teachers can cultivate an
environment that encourages the child to
independently control his or her behavior
and succeed at learning.
 Adaptations which might be
helpful (but will not cure
ADD/ADHD)
► 1. Posting daily schedules and assignments
► 2. Calling attention to schedule changes
► 3. Setting specific times for specific tasks
► 4. Designing a quiet workspace for use upon request
► 5. Providing regularly scheduled and frequent breaks
► 6. Using computerized learning activities
► 7. Teaching organization and study skills
► 8. Supplementing verbal instructions with visual
instructions
► 9. Modifying test delivery
 Some highlights for use in
Physical education
► Be aware that ADD/ADHD may not be
the root of all problems.
► Oftentimes other impairments like
vision, communication or hearing can
have similar symptoms.
► Addressing the right problem will
ensure the most effective results.
 Structure
► Structure an environment with
reminders (visual and verbal), clear
directions, and determined limits.
► This will help to ensure a child's
understanding and the ability to pay
attention to important factors of a
lesson plan instead of an external
environment.
Make simple, posted rules
► to reassure that children know their
expectations.
► Make frequent eye contact so that both
the child and teacher are aware of any
daydreaming or lack of attention.
► This will bring a child “back” to an
activity and give silent reassurance that
you are concerned about and interested
in their attention.
 More helps
► Repeat directions and important information so that
children have many opportunities to absorb them.
► Writing down directions and verbally communicating them
will help to increase a child's understanding.
► Give frequent feedback; this will help to keep them on
track
► Go for quality instead of quantity with an activity or
work.
► Break down large projects into small tasks; this will
decrease an overwhelming project and help to increase a
child's self confidence and interest in the project.
 RECOMMENDED
ACTIVITIES
► Physical Activity helps cleansing; it brings
balance and relieves stress.
• Mini Trampoline jumping - rebounding!
• Meditation
• Walk or jog in the nature: Forest, Mountain,
river /sea / lake side, beach
• Yoga - Meditation, Chinese Yoga
• Martial Arts: Karate, Judo, Kung Fu, Aikido
• Dancing, Aerobics, Gymnastics, Stretching
• Swimming in non-chlorinated water !
 EFFECTIVE TEACHING
STRATEGIES
► Pause and create suspense by looking
around before asking questions.
► Randomly pick reciters so the children
cannot time their attention.
► Signal that someone is going to have to
answer a question about what is being said.
► Use the child’s name in a question or in the
material being covered.
► Ask a simple question (not even related to
the topic at hand) to a child whose attention
is beginning to wander.
 In the classroom situation
► Develop a private running joke between you and the
child that can be invoked to re-involve you with the
child.
► Stand close to an inattentive child and touch him or
her on the shoulder as you are teaching.
► Walk around the classroom as the lesson is
progressing and tap the place in the child’s book that
is currently being read or discussed.
► Decrease the length of assignments or lessons.
► Alternate physical and mental activities.
► Increase the novelty of lessons by using films, tapes,
flash cards, or small group work or by having a child call
on others.
► Incorporate the children’s interests into a lesson plan.
► Structure in some guided daydreaming time.
► Give simple, concrete instructions, once.
► Use a soft voice to give direction.