Attention Deficit Hyperactivity Disorder (ADHD)

Students diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) frequently show some of the following characteristics: impulsivity, distractibility, short attention span, problems with organization, daydreaming, and overactivity. These behaviors can result in students having difficulties in academic, social and behavioral settings. For example, students may not be able to listen to directions and complete their school work because they cannot stay focused on the task or concentrate well. Socially, it's hard to take turns, keep up their part of the conversation, or be patient. Students with ADHD may have a hard time controlling their behavior. Because they are so impulsive and active, they are constantly being told, "no," "stop doing that," "pay attention," "don't forget", etc. The quieter ADHD students may "forget" what they are supposed to do or take forever to finish things.

There is no conclusive evidence for the causes of ADHD, but we know there are a number of factors being researched. One presently being researched is a genetic or hereditary one. It is thought that children and adults with ADHD may have an imbalance of certain chemicals, called neurotransmitters, in the brain. There have been studies looking at the impact of sugar and food dyes on hyperactivity, but most of the research does not support these as factors.

Determining If a Student Has ADHD
Here are the typical procedures for diagnosing ADHD in the school:

1. Parents or teachers bring their concerns to the Student Assistance Team (SAT), which is a group of educators who meet regularly at school to discuss student needs.

2. Often, the SAT suggests that the student's strengths and weaknesses be studied. Teachers and parents may be asked to fill out some questionnaires or rating scales which describe the way they see the student's behavior. Sometimes parents and teachers have similar ratings and sometimes they do not. It is not unusual for ADHD concerns to show up differently in different settings. Observations of the student to find out how often the child is paying attention, how much work is completed, and how he/she are able to ignore classroom distractions are made.

3. After the information has been collected, the SAT, classroom teacher, and parent plan some interventions to try to help the student. Making changes in classroom seating, in the types of assignments given, or in the daily schedule may help the problem. Sometimes a reward system for paying attention and completing work is tried. If the behavior problems continue after interventions are tried, then parents may be interested in or encouraged to get a doctor's opinion on the use of medication. Research has shown that medication is effective about 80% of the time in treating ADHD. Medication needs to be monitored by the family doctor or pediatrician. To help children with ADHD succeed in school, there needs to be ongoing treatment and cooperation. Services such as positive reinforcements, counseling to address self-esteem, modification of curriculum, and special teaching techniques need to be in place. Often parents need to make adjustments for the child to be successful at home, school, and with friends. Special Education services may also be appropriate for your child. An option for formalizing the services and adaptations the student needs can be done by writing a "504 Plan." Local schools are in the process of developing 504 procedures for students in need of assistance.

For More Information
Should your child be diagnosed with ADHD, there are local and national support groups which can provide additional information. Many communities have a support group for parents to assist them and their children with ADHD. The best known of these is CHADD (Children with Attention Deficit Disorder) which is a national organization with many local chapters. The national office can be contacted at the following address and phone number: