ADHD

If you are a teacher, then you know that the letters ADD can be thrown around a lot such as "Oh my gosh, he is so ADD!" Although Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are both conditions for which a diagnosis should actually come from a doctor, I find that teachers often use these letters to describe students whether or not is has been established by a doctor that a child actually has one of these conditions. As a person who is very much a proponent of person first language and seeing people rather than disabilities, I encourage people, especially teachers, not to throw out labels without due cause. It is very important to be careful about the words/descriptions we choose to use with regards to our students and it is always important to err on the side of caution. If a child has not been formally diagnosed with ADD or ADHD it is not okay, in my opinion, to declare that he or she is "so ADHD today." Even if a student has been diagnosed with ADD or ADHD, using person first language requires that when discussing the student it is said that the student has ADD/ADHD rather than referring to him or her as the ADD student or saying he/she is so ADD. I hope that does not come across as critical, I just feel strongly about not making disability labels part of daily language when are used in a way that connects the label with negative connotations about a student. A student should not be defined by what causes them to struggle rather by who they are and what causes them to shine. Yes, it is very significant and important if a student has learning problems, however, that child should not only be viewed with regards to the disability or problem as every child has both strengths and areas of weakness.

::sneaker teacher now descends from soapbox:: :0)

I am working with a student right now who is presenting with a lot of symptoms correlated with ADHD and I am in the process of trying to learn more about it. Our team is looking for ways to support this student and empower him with regards to certain aspects of his school day and his school work that are not successful right now. I know I may have sounded a little preachy before speaking of how we refer to students who exhibit learning problems or disabilities, but my purpose in talking about ADD/ADHD is simply to share what I am learning. I am not an expert and I like to share what I learn and ask for help from others.

The following information comes from www.add.org

According to the DSM-IV (the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) some common symptoms of ADHD include: often fails to give close attention to details or makes careless mistakes; often has difficulty sustaining attention to tasks; often does not seem to listen when spoken to directly; often fails to follow instructions carefully and completely; losing or forgetting important things; feeling restless, often fidgeting with hands or feet, or squirming; running or climbing excessively; often talks excessively; often blurts out answers before hearing the whole question; often has difficulty awaiting turn.

I also found interesting information at  http://www.chadd.org/
which separated symptoms into three different types of attention difficulties.

AD/HD - Primarily Inattentive Type:
• Fails to give close attention to details or makes careless mistakes.
• Has difficulty sustaining attention.
• Does not appear to listen.
• Struggles to follow through on instructions.
• Has difficulty with organization.
• Avoids or dislikes tasks requiring sustained mental effort.
• Is easily distracted.
• Is forgetful in daily activities.

AD/HD - Primarily Hyperactive/Impulsive Type:
• Fidgets with hands or feet or squirms in chair.
• Has difficulty remaining seated.
• Runs around or climbs excessively.
• Has difficulty engaging in activities quietly.
• Acts as if driven by a motor.
• Talks excessively.
• Blurts out answers before questions have been completed.
• Has difficulty waiting or taking turns.
• Interrupts or intrudes upon others.

AD/HD - Combined Type:
• Meets both inattentive and hyperactive/impulsive criteria.

Because everyone shows signs of these behaviors at one time or another, the guidelines for determining whether a person has AD/HD are very specific. In children, the symptoms must be more frequent or severe than in other children of the same age. In adults, the symptoms must be present since childhood and affect one’s ability to function in daily life. These behaviors must create significant difficulty in at least two areas of life, such as home, social settings, school, or work.

 Does anyone have any suggestions or ideas about what has been successful when working with students that have ADHD? Would love to hear some thoughts from other teachers and/or parents who have dealt with meeting the needs of children with ADHD.