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UNDERSTANDING ADHD
Six things you need to know about ADHD
1. Indicators
2. Description - subtypes
3. Causes - prevalence
4. Diagnosis Management/treatment
5. Co - morbid disorders
6. Classroom strategies
and one more for interest..

7. Famous people with ADHD

INDICATORS
Inattention

Hyperactivity

Impulsivity

difficulties sustaining
attention
lacks concentration

motor excess
constantly on the go

acts without thinking

little sense of danger

easily distracted

leaves seat or classroom

rushes through set tasks

does not appear to listen

runs and climbs excessively

interferes with others

things

has difficulty finishing tasks

fidgety

interrupts others games

and activities

disorganised

difficulties playing quietly

has difficulty taking turns

and following rules in games

loses things

talks non-stop, asks

questions without waiting
for an answer

wants instant help or

attention

forgetful

DESCRIPTION
Neurobehavioural developmental lifelong

Executive function self regulatory processes

initiation
planning
organisation
shifting of thought or attention
inhibition of distracting thoughts and sustained sequenced
behaviour
https://www.youtube.com/watch?v=0CnJFOzzhAA&list=PLUH6WXUj6qqB__
V4zEVSHj4atXfgBCJO

http://www.aboutkidshealth.ca/en/news/series/executivefunction/pages/executive-function-part-one-what-is-executive-func
tion.aspx

DESCRIPTION
Neurobehavioural developmental lifelong

Working memory

ability to hold information actively in mind while performing tasks

Atypical brain development

reduced brain volume 3%-8% of peers

pre-fontal cortex maturation 2-5 years later than peers (impulse
control)
motor areas earlier than peers (excessive motor activity)

SUBTYPES
Subtypes

Predominantly hyperactive - impulsive

Predominantly inattentive

Combined hyperactive - impulsive and inattentive

CAUSES & PREVALENCE

Causes

Genetic

Neurophysiology brain anatomy, electrical activity and metabolism

acquired brain injury

infections (e.g., encephalitis)

environmental factors smoking and alcohol consumption during pregnancy, neurotoxin exposure
(e.g., lead)

very low birth weight (<1,500g)

Lack of early attachment (similar symptoms, different treatments)

Childhood post traumatic stress disorder (similar symptoms, different treatments)

food additives colours, preservatives (?)

[sugar no evidence]

Prevalence

5% -7% (2.5% adults)

boys : girls = 2-4 : 1

girls more likely than males to present with inattentive type

DIAGNOSIS
Diagnosis

Paediatrician, Psychiatrist, Psychologist

Specific assessment instruments, inventories, rating scales,

checklist

Interviews

Medical history

Developmental history

Observation - across settings

MANAGEMENT TREATMENT
Medication Medication Plan

methylphenidate (Ritalin), dexamphetamine

side effects - insomnia, headaches, irritability, slow growth

benefits (short term) - 70% improved attention and

concentration, less impulsive and hyperactive

30% no effect

Psychotherapy

Cognitive Behaviour Treatment

Mindfulness

Behavioural
Environmental
Skill instruction

CO-MORBID DISORDERS

learning difficulties/ disabilities

language disorder

developmental coordination disorder

oppositional defiance disorder (ODD)

conduct disorder

Tourettes syndrome

anxiety and depression

bipolar disorder

OTHER RISKS:

lower school belonging and connectedness

lower engagement, academic achievement, retention, completion

higher suspension, exclusion

higher juvenile justice

risky behaviours

wellbeing

family relationships

traffic violations and accidents

vocational and life options

CLASSROOM STRATEGIES

understand the child and what it is like for their lived experience

relational work- seek opportunities to build positive interactions, to develop

sense of belonging, connectedness

partner and support

develop and maintain regular and open communication with families

undertake research - read school flies, interview past teachers, find out if
support services or if other services and professionals have been involved

be well prepared (!!!)

establish professional support

establish emotional support

empathise

Go to:

http://complexld.ssatrust.org.uk/

Project Resources - Complex learning difficulties and disabilities

Briefing Packs
http://www.psychology.org.au/publications/statements/adhd/
http://raisingchildren.net.au/articles/adhd.html
http://www.adhd.com.au

CLASSROOM STRATEGIES

if you want it teach it

learning environment attend to organistion/clear spaces/sensory input

multimodal instruction

structure, routines & predictability

learning supports organisational strategies, study skills

positive behaviour programming

activity movement

attention/concentration prompts

teaching and learning - pedagogy

differentiated curriculum

Content
Process
Product
Environment (physical, social, virtual)

personalise learning Negotiated Education Plan, (NEP) Individual Learning Plan (IEP)

CLASSROOM STRATEGIES

Lablearner : https://www.lablearner.com/2014/04/09/standardized-testing-a-cognitive-science-view-part-ii/

FAMOUS PEOPLE WITH ADHD (

Napoleon Bonaparte
Galileo

PROPOSED

Winston Churchill

Nostradamus

Vincent Van Gogh

Ludwig Van Beethoven

Thomas Edison

Sir Isaac Newton

Lewis Carroll

Agatha Christie

Robyn Williams

Whoopie Goldberg

Sylvester Stallone

Mary-Kate Olsen

FOETAL ALCOHOL SPECTRUM DISORDERS

(FASD)
Four things you need to know about Foetal Alcohol Spectrum
Disorders (FASD)
1. Indicators
2. Description - subtypes
3. Causes, Diagnosis & Prevalence
4. Classroom strategies

INDICATORS
Cognitive

learning and memory

poor spatial abilities - abstract concepts (e.g., maths)

slow/impaired auditory processing and comprehension

poor executive functioning

impaired IQ

Behavioural/Emotional

distractible

impulsive

disorganised

impaired persistence

anxiety

attachment

INDICATORS
Social

emotional immaturity

lack of effective reciprocal behaviour

difficulty understanding social consequences of behaviour

lack of social perception

insight
self reflection
others perspective
non-verbal cues

Other
gross and fine motor skills
sensory processing

DESCRIPTION
Foetal Alcohol Spectrum Disorders (FASD)

Foetal Alcohol Syndrome (FAS)

Partial Foetal Alcohol Syndrome (pFAS)

Foetal Alcohol Effects (FAE)

Alcohol Related Neurodevelopmental Disorder (ARND)

Alcohol Related Birth Defects (ARBD)

http://www.nofasd.org.au
http://telethonkids.org.au
http://www.patches-paediatrics.com.au/news/

CAUSES & PREVALENCE

Maternal alcohol consumption, wellbeing and health during
pregnancy

brain damage is irreversible

impact is pervasive and lifelong

totally preventable

Reported prevalence rates are dependent upon diagnostic rates

which are low
10 : 1000 births (est. higher 20-50 : 1000)
2%-5% USA and Canada
up to 26& Aboriginal youth in detention in Canada have FASD
Unknown in Australia but highest in world have been reported
in Fitzroy Crossing WA.

CLASSROOM STRATEGIES
Common strengths:

strong verbal skills

may have talents in some areas artistic, musical, athletic

friendly affectionate, helpful, generous in nature

good with younger children

determination and persistence

CLASSROOM STRATEGIES

(REPEAT)

understand the child and what it is like for their lived experience

seek opportunities to build positive interactions

partner and support

develop and maintain regular and open communication with families

undertake research - read school flies, interview past teachers, find

out if support services or if other services and professionals have
been involved

be well prepared (!!!)

establish professional support

establish emotional support

empathise

Go to:

http://complexld.ssatrust.org.uk /

Project Resources - Complex learning difficulties and disabilities

Briefing Packs

CLASSROOM STRATEGIES

if you want it teach it

calm, clutter free learning environment

multi modal and multi sensory instruction

break down tasks into small steps

give short verbal instructions

structure, routines provide visual supports

physical activity and regular breaks

learning supports organisational strategies, study skills

positive behaviour programming

attention/concentration prompts and teaching and learning - pedagogy

differentiated curriculum

Content
Process
Product
Environment (physical, social, virtual)

personalise learning -Negotiated Education Plan, (NEP) Individual Learning Plan (IEP)

YOUR COMMITMENT
Every child and young person with ADHD,
FASD (learning difficulty, disability or
additional needs) deserves your
understanding and the very best you can
offer

Sue Sodeman, Principal Psychologist, DECD sue.sodeman@sa.gov.au