Attention-Deficit

Hyperactivity Disorder
(ADHD)
Professional Development Day, February 2019
Emily Bassett, Timothy Shaw
 AGENDA

1. What is ADHD?
2. Prevalence of ADHD in Student Population
3. Indicators and Behaviors associated with
ADHD
4. Group Discussion
5. Interventions, Techniques and
Accommodations
6. School Counselor's Role
7. Resources Available
What is Attention-Deficit Hyperactivity Disorder
(ADHD)?

Retrieved from: https://www.youtube.com/watch?

 Attention-Deficit Hyperactivity Disorder
ADHD is a highly genetic, brain-based syndrome that has to do with the
regulation of a particular set of brain functions and related behaviors. This is
thought to be caused by chemical, structural, and connectivity
differences in the brain.
These brain functions are collectively
referred to as “executive functioning
skills” that are held in the frontal lobe and
include important functions such as:
● Attention ● Learning from
● Concentration mistakes
● Memory ● Impulsivity
● Motivation ● Hyperactivity
● Effort ● Organization
● Social skills
(Center for Disease Control and Prevention,
2018)
(Quigney & Studer, 2016) Retrieved from: http://dailynexus.com/2016-05-18/what-it-means-to-have-
(Wilmshurst, 2015) add-or-adhd/
 Prevalence of ADHD in Children

As of 2016, approximately 9.4% of children 2-17 years of age had ever been diagnosed with ADHD.

○ Ages 2-5: Approximately 388,000 children

○ Ages 6-11: Approximately 2.4 million children
○ Ages 12-17: Approximately 3.3 million children (Center for Disease Control and Prevention, 2018)
(The National Institute of Mental Health (NIMH),
2017)
(The National Institute of Mental Health (NIMH),
2017)
(Derks & Boomsma, 2007)
Indicators and Behaviors of
ADHD
Inattention
What does ADHD look like?
● Often fails to give close attention to details, fails to follow
instructions or makes careless mistakes in schoolwork.
● Often has trouble holding attention on tasks or play activities.
● Often does not seem to listen when spoken to directly.
● Often avoids, dislikes, or is reluctant to do tasks that require Retrieved from: https://www.buzzfeed.com/maggyvaneijk/dont-worry-
im-listening
mental effort over a long period of time
● Often loses things necessary for tasks and activities or is Several symptoms are present in two or
unorganized. more settings, (such as at home, school
or work; with friends or relatives; in
Hyperactivity and Impulsivity other activities).
● Often fidgets with or taps hands or feet, or squirms in seat.
Clear evidence that the symptoms
● Often leaves seat in situations when remaining seated is
interfere with, or reduce the quality of,
expected. social, school, or work functioning.
● Often unable to play or take part in leisure activities quietly.
● Often talks excessively. (Quigney & Studer, 2016)
(Wilmshurst, 2015)
● Often has trouble waiting his/her turn and interrupts others. (CHADD, 2016)
(Attention Deficit Disorder Association, 2018)
 DISCUSSION QUESTIONS
What does a student with ADHD look like in YOUR classroom?

What accommodations and/or interventions have you used? What

worked? What didn’t?

Have you embraced a student’s ADHD? (perhaps had him/her

help with a physical task/activity?)

What challenges have you come across when working with

students with ADHD?

What resources do you know of and/or use that helps you?

(teachers, staff, websites?)

What questions do you still have about ADHD?

Classroom Interventions - Inattentive students
● Seating in a minimal distraction area
● Pair with a positive role model classmate
● Give breaks - (e.g. stretching, handing out
assignments, writing on board)
● Set up student on computer or tablet to work
● Divide assignments into smaller steps
● Clearly define assignment verbally and in
writing
● Verify that student understands assignment
Retrieved from
● Offer extended time for tests and quieter https://addadvocate.com/2017/06/07/forgotten-
invisibility-inattentive-adhd/
environment (if possible)

(CHADD, 2016)
Classroom Interventions - Hyperactive-Impulsive
students
● Seating in least disruptive area of classroom (either
side; not center)
● Allow student to move around; offer tasks to
encourage physical activity
● Pair student with a peer who can model appropriate
behaviors
● Allow student to take tests in a different room
● Ignore minor misbehavior and praise student for Retrieved from
http://www.educationandbeha
behaving appropriately (e.g. raising hand and vior.com/decrease-impulsive-
behavior-children/
waiting turn to speak)
● Allow student to fidget in non-distracting way (e.g.
stress ball, foot tapping)
● Keep student challenged with assignments (fidgeting Retrieved from
https://blog.udemy.com/adhd-and-
can be caused by boredom) autism/

(CHADD,
2016)
“ADHD sucks, but not really”

Retrieved from: https://www.youtube.com/watch?v=fWCocjh5aK0

 What is our role as a school counselor?
Collaborate with the student, his or her parents, teachers, and other
relevant shareholders to create a plan to support the student in
reaching his or her potential.

Refer undiagnosed students for assessments (e.g. Conners Rating

Scales, Behavior Assessment System for Children)

We work alongside the teachers to support the student in the

classroom, providing accommodations, as required.

Parents - know their child the best and can hopefully offer insight or tips
on how to keep their child engaged and motivated in the classroom.

(American Academy of Child & Adolescent

Psychiatry; Wilmshurst, 2015)
 For more information on ADHD...
Children & Adults with Attention-Deficit/Hyperactivity Disorder (CHADD):
www.CHADD.org

Attention Deficit Disorder Association: www.ADD.org

CDC’s data on ADHD: https://www.cdc.gov/ncbddd/adhd/data.html

Child Mind Institute: www.childmind.org

ADDitude: www.additudemag.com

Help Guide: www.helpguide.org

Retrieved from:
Centre for ADHD Awareness, Canada: https://caddac.ca/adhd/ http://www.denverholisticmedic
ine.com/blog/add-adhd-
treatments
 References
American Academy of Child & Adolescent Psychiatry (AACAP). ADHD: A guide for families. Retrieved from
https://www.aacap.org/aacap/families_and_youth/resource_centers/adhd_resource_center/ADHD_A_Gui
de_for_Families/Working_Together.aspx

Attention Deficit Disorder Association. (2018). ADHD: The facts. Retrieved from https://add.org/adhd-facts/

Centers for Disease Control and Prevention. (2018). Data and statistics about ADHD | CDC. Retrieved from
https://www.cdc.gov/ncbddd/adhd/data.html

Children and Adults with Attention-Deficit/ Hyperactivity Disorder (CHADD). (2016). Living well with ADHD.
Retrieved from https://chadd.org/

Children and Adults with Attention-Deficit/ Hyperactivity Disorder (CHADD). (2016). Tips for educators:
Providing classroom accommodations to help students with ADHD. Retrieved from
https://chadd.org/wp-content/uploads/2018/05/ClassroomAccommodations.pdf

Derks, E., Hudziak, J., & Boomsma, D. (2007). Why more boys than girls with ADHD receive treatment: a
study of dutch twins. twin research and human genetics, 10(5), 765-770. doi:10.1375/twin.10.5.765
Quigney, T. A., & Studer, J. R. (2016). Working with students with disabilities: A guide for school counselors.
New York: Routledge, Taylor & Francis Group.

The National Institute of Mental Health (NIMH). (2017). Attention-Deficit/Hyperactivity Disorder (ADHD).
Retrieved from
https://www.nimh.nih.gov/health/statistics/attention-deficit-hyperactivity-disorder-adhd.shtml

Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology. Hoboken, NJ: John Wiley & Sons.