Helping Children and Young Adults with ADD/ADHD Succeed and Thrive - - PowerPoint PPT Presentation

Helping Children and Young Adults with ADD/ADHD Succeed and Thrive

• Family Driven
• Non-Profit 501(c)3

We DO:

♥ Provide Support ♥ Provide Information ♥ Help Identify Options

We do NOT:

Act As Attorneys

ADHD is a problem with inattentiveness,

• ver-activity, impulsivity, or a combination.

For these problems to be diagnosed as ADHD, they must be out of the normal range for the child's age and development. So how can you find out if your child is at risk of having ADHD?

OVERVIEW

SYMPTOMS

The Diagnostic and Statistical Manual (DSM-IV) divides the symptoms of ADHD into those of inattentiveness and those of hyperactivity and impulsivity. To be diagnosed with ADHD The symptoms must be present for at least 6 months, observable in 2 or more settings, and not caused by another problem. The symptoms must be severe enough to cause significant difficulties. Some symptoms must be present before age 7.

Older children have ADHD in partial remission when they still have symptoms but no longer meet the full definition of the disorder. Some children with ADHD primarily have the Inattentive Type, some the Hyperactive-Impulsive Type, and some the Combined Type.

Knowing this information.

Make sure all the proper steps are taken

Evaluate to avoid a misdiagnosis.

INNATTENTION SYMPTOMS

• Fails to give close attention to details
• Does not seem to listen when spoken to directly
• Difficulty organizing tasks and activities
• Avoids or dislikes tasks that require sustained mental

effort

• Easily distracted
• Often forgetful in daily activities

HYPERACTIVITY SYMPTOMS

• Fidgets with hands or feet or squirms in seat
• Leaves seat when remaining seated is expected
• Runs about or climbs in inappropriate situations
• Difficulty playing quietly
• Often "on the go," acts as if "driven by a motor,"

talks excessively

IMPULSIVITY SYMPTOMS

• Blurts out answers before questions have

been completed

• Difficulty awaiting turn
• Interrupts or intrudes on others

(butts into conversations or games)

TREATMENT

The American Academy of Pediatrics has guidelines for treating ADHD:

Set specific, appropriate target goals to guide therapy. Behavior therapy should be started ASAP

Systematic follow-up is important

ADHD

Can be a frustrating problem.

Alternative remedies have become quite popular, including herbs, supplements, and chiropractic manipulation. However, there is little or no solid evidence for many remedies marketed to parents.

• Methylphenidate (Ritalin, Concerta, Metadate,

Daytrana)

• Dexmethylphenidate (Focalin)
• Amphetamine-dextroamphetamine (Adderall)
• Dextroamphetamine (Dexedrine, Dextrostat)
• Lisdexamfetamine (Vyvanse)

ADHD BEHAVIOR TREATMENT MEDICATIONS

DISCLAIMER

THE FOLLOWING MAY ALSO HELP:

• Limit distractions in the child's environment.
• Provide one-on-one instruction with the teacher.
• Make sure the child gets enough sleep.
• Make sure the child gets a healthy, varied diet,

with plenty of fiber and basic nutrients.

CAUSES

• Neuroimaging Studies
• Genetic
• Depression, Sleep Deprivation,

Learning Disabilities, Other Disorders, behavior Issues can be associated with ADHD

Attention Deficit Disorder (ADD) is the most commonly diagnosed behavioral disorder of childhood, affecting an estimated 3% to 5% of school aged children. It is diagnosed much more often in boys than in girls. Most children with ADHD also have at least

• ne other developmental or behavioral issue.

TESTS AND DIAGNOSIS

• Diagnosis based on specific symptoms; must

be present in more than one setting

• A clinical evaluation should be performed if

ADHD is suspected

• Honesty during evaluations is key

EVALUATION MAY INCLUDE:

• Parent and teacher questionnaires (Connors, Burks)
• Psychological evaluation of the child AND family,

including IQ testing and psychological testing

• Complete developmental, mental, nutritional,

physical, and psychosocial examination

PROGNOSIS

• ADHD is a long-term, chronic condition, approximately

half of children with ADHD will continue to have symptoms as adults.

• Statistics show increased juvenile delinquency and

adult encounters with the law among individuals who had ADHD as a child.

• Every effort should be made to manage symptoms and

direct the child’s energy to constructive, positive

• utlets, and educational paths.

PREVENTION

While there is no proven way to prevent ADHD itself, early identification and treatment can prevent many of the problems associated with ADHD.

COMPLICATIONS

Many adults with ADHD are in successful

• jobs. Possible complications, if ADHD is

not adequately treated, could include failure in school or other similar problems.

STRATEGIES TO HELP CHILDREN SUCCEED

Give the child something to fidget with while they are working. Some examples are…

• Silly Putty
• Koosh Ball
• Let them chew gum

STRATEGIES

• Let the child sit at the front of the classroom.
• Reward the child for sitting still for short or long periods
• Deliver consequences and rewards immediately and

frequently

• Use signals for silence
• Praise the child often for specific things they did during

the day

• Use preferred activities as incentives
• Help the students feel comfortable asking for assistance

STRATEGIES

• Teach Memory Strategies
• Try Melody and Rhythm to Teach a Series or Sequence
• Be unusually clear and specific in stating behavioral goals and

consequences

• Be Patient
• Try the Bean Method
• Provide as much positive attention and recognition as possible
• Move around the room to be physically close to the student and

answer questions if the need arises

• Let the child sit on a therapy ball while doing schoolwork

WAYS TO IMPROVE ATTENTION TO DIRECTIONS

• Make directions clear and concise and simplify

complicated directions.

• Check with the students to make sure that they

understood the directions.

• Use both oral and written instructions for

activities.

• Have the students recite directions or difficult

concepts in unison.

Identify problem behavior and target behavior. Then, identify the consequences and rewards of each and reinforce them.

Creating Your Child’s Education Plan

WHEN TO CALL A DOCTOR

Call your health care provider if you or your child's school personnel suspect the possibility of ADD or ADHD

FINAL THOUGHTS

Always remember to listen to the child, be there for him/her and give them the best guidance you can. You give them something to work for and they will go for it. People with disabilities, especially ones like this, learn differently. Every child is different and the key is to find that

• ut. I have never had troubles doing any job I have really had. I would

have problems with multi-tasking but all that means is doing things

• ne at a time. If you just tell me a bunch of stuff to do, I’ll probably do

about half of it. It is much easier for me personally to just approach you with one thing at a time and get it done and keep coming back for more tasks every so often.

Thank you!

Please take a moment to complete our evaluation.

Still have questions?

800-825-5736 (Toll Free) 727-523-1130 727-523-8687 (Fax) fnd@fndusa.org www.fndusa.org