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"ADHD is a real disorder, a real problem and often a real obstacle. It can be heartbreaking and nerve-wracking when not treated properly." Russell A. Barkley, PhD, ADHD expert.
ADHD is the most common and most researched disorder affecting children. It can cause a variety of academic and behavioral problems in school and at home. In taking classes, researching, and working with my own children and children at school that have ADHD, I have complied some information and resources for children with ADHD.
What is ADHD?
ADHD stands for Attention-Deficit/Hyperactivity Disorder. It is a highly-genetic, complex brain-based disorder which causes difficulties with attention, impulsivity, and/or hyperactivity. Children and adults with ADHD may also problems with time management, working memory, self regulation/control, planning, and organization. There are three main types of ADHD- inattentive type, hyperactive-impulsive type, and combined type.
Genetic Statistics: There is a 25%-40% chance that at least one parent of a child with ADHD also has ADHD and a 25% chance a sibling has ADHD.
The term Attention-Deficit is somewhat misleading because many people with this condition can have laser-like focus (on things that interest them) for extremely long periods of time. This over-focus (called hyper focus) is actually a main symptom of ADHD.
Fewer than 60% of children with ADHD are diagnosed or treated properly for the disorder (Taking Charge of ADHD, Russell A. Barkley, PhD)
Fewer than 60% of children with ADHD are diagnosed or treated properly for the disorder (Taking Charge of ADHD, Russell A. Barkley, PhD)
ADHD has negative impacts on academic performance despite intelligence levels
ADHD has negative impacts on self-esteem, motivation, future success, and emotional stability
20-30% of children with ADHD also have a learning disability
40% of children with ADHD eventually receive special education services
35% of children with ADHD have poor motor coordination
Children with ADHD are more likely to suffer with anxiety, depression, OCD, a tic disorder, sleeping problems, learning disabilities, and ODD (oppositional defiant disorder)
Young adults with ADHD are four to five times more likely to have a speeding ticket and 2 to 3 times more likely to have a serious automobile accident
Children with ADHD are more likely to go to the emergency room
20% of children with ADHD have set fires
30% of children with ADHD have engaged in theft
40% of children with ADHD engage in early tobacco and alcohol use
25% of children with ADHD are expelled from high school because of serious misconduct
The high school drop-out rate for adolescents with ADHD is 20% higher than those without ADHD
Adults with ADHD are:
More likely to have substance abuse and addiction problems in adulthood
More likely to have not graduated from high school
More likely to have or to cause an unwanted pregnancy
More likely to have speeding tickets
50% more likely to have a serious automobile accident
Have increased difficulty getting jobs and keeping them
Make $8,000-$15,000 less than non-ADHD workers
Less likely to obtain a college degree
More likely to suffer with anxiety and depression
Twice as likely to get divorced
More likely to suffer from obesity and eating disorders
With proper diagnosis and treatment of ADHD, children and adults are more likely to gain the tools necessary to cope with their ADHD and go on to lead productive and happy lives.
ADHD FACTS:
ADHD is not outgrown.
It is not caused by bad parenting.
Medication is not the only treatment option for ADHD. There are many effective options like counseling and behavior therapy.
ADHD has been written about as early as the 1800s but has been called different names.
Schools are becoming more knowledgeable in how to help children with ADHD. Teachers and parents often have the same goals for children-For children to overcome obstacles and reach their fullest potential.
If you suspect your child has ADHD, don't ignore it and hope it will go away. Consider a professional evaluation through your pediatrician (or a licensed clinician-psychologists, neurologist, or psychiatrist).
What to look for:
What to look for:
always bored
easily distracted
can't sit still
can't sit through dinner
squirms in chairs, knocks over chair, rocks in chair
leaves seat
runs around, rolls on floor
stops often while reading or completing a task to do something else or tell a story
fidgets
talks a lot
day dreams or seems to be in their "own world"
doesn't listen
can't get ready in the morning
interrupts others/blurts out
rushes
makes careless mistakes
acts without thinking
doesn't finish assignments
always last
always 5 minutes late
doesn't follow directions
doesn't recognize personal space
can't wait in lines or to take turns
lies, cheats, steals
talks back
can't start, can't stop
can't pull away from video games and screen time
over-eats
hyper-focuses on things that interest him/her
sensitive
anxious
quick temper
overreacts
loses things
forgets things
If some or many of these traits describe your child (or perhaps yourself) try an ADHD self-test:
Behavioral Suggestions for Students with ADHD:
Use simple rules and give warnings. Be immediate and consistent with consequences.
Some children with ADHD react strongly. Then need clear and fair warnings about what will happen if they do not do what they are supposed to. This is called priming-stating the consequence for doing something negative and/or the reward for replacing it with an appropriate behavior. (If you do that again, you will lose computer time). Once the rules and consequences are established, parents and teachers can warn children through an established signal. Praise children when they make the right decision.
2. Praise and reward. Lay it on often and thick. Children with ADHD need MORE praise and rewards, MORE OFTEN than children who do not have ADHD. Try positive reinforcement before negative.
3. Motivation is key. This is actually neurological! Students with ADHD have a neurologically-based deficit in intrinsic (internal) motivation, to overcome it use extrinsic (external) motivation. Getting a child with ADHD to do something involves increasing motivation to the level that will actually get the child to do it. You can increase motivation by giving a reward, giving praise, or giving a consequence. Try when/then statements-when you do _____, then you can do ____.
4. People can only change a few behaviors at a time. In terms of ADHD behaviors, ignore what you can tolerate. Decide what you want to focus on and develop a plan to change it. Focus in on a few behaviors at a time that you think may be possible to change. Behaviors get weaker when they are followed either an adverse consequence or by no consequence whatsoever (caution: behavior must be consistently ignored over the long term).
Homework Tips For ALL Students:
1. Have a homework routine. Aim for the same time of day, if possible. (I like right after school!)
2. Have a QUIET place for your child to do homework. I should be well-lit and free from distractions. Have supplies readily available (crayons, markers, ruler, etc.).
3. Motivation is key! Remember to use When-Then statements. For example, "When you read for 15 minutes, then you can take a break and have a snack." Provide some sort of reward (sticker, snack, break, etc) after an assignment is done correctly and with a good attitude. Over time aim reduce rewards and increase your child's independence.
4. Recognize that it might require more time to complete homework if your child gets distracted easily or struggles with attention, motivation, or organization.
5. Keep directions and instruction brief and to the point.
6. Give breaks.
7. Use a timer. For example, "Let's see how long it takes to do the math sheet." "Let's see if you can finish that assignment in five minutes."
8. Repetition is key in learning new things. Every child will have their own ways of learning best. Maybe writing spelling words 5 times works for your child. Perhaps, it is more or less. Maybe saying the words is enough. Try different approaches with your child but remember that repetition and consistency are essential when learning something new.
My Story
My Story
I am sharing my story here for my parents facing similar difficulties but leaving my son's name out of the narrative.
My son was born "spirited." He was difficult to console as an infant. When he was a toddler, I he had a lot of energy and was always into everything! People would always comment of how much harder or different boys were than girls. He reached all of his developmental milestones early-rolling over, crawling, walking, etc. I was always very proud of him (not knowing it was actually a sign of hyperactivity)! As a toddler, he got himself into more than his share of trouble with paint, baby powder. Oh yeah, there was that one time he even flushed bath toys down the toilet!
Fast forward several years, my younger son by two years started getting himself dressed faster and easier than his older brother and I realized there might be a problem. Simply put, he was distracted by everything and just not gaining independence.
He attended pre-school and full day Kindergarten without a mention from his teachers. On his Kindergarten report card his teacher listed some behaviors like difficulty following directions and listening.
We moved and the next school year, and he began to attend school with me. I remember hoping things would be okay. He was very bright and had just started reading on his own but he just wasn't very independent. At this point, I had started to suspect he might have ADHD but I was puzzled because he could focus so well for so long on things he was interested in doing. I couldn't understand how he could have an "attention deficit." I want to stress that at this point in my life, I had a BS in Elementary Education, a MA in Reading, and had taught hundreds maybe even thousands of children in over 10 years as a classroom teacher. Many of these children had ADHD. Despite all of this knowledge, I still was not able to recognize what ADHD looked like even in my own child.
First grade was a struggle and I saw it. I saw him sitting in for recess struggling to get his assignments done despite his intelligence. His teachers would come to me exasperated, "I can't get him to listen to me. I can't get him to do his work." It was during this year I began to realize, research, and face the fact that he had a problem. It was extremely difficult. I liken it to the grieving process. There are stages of denial, sadness, and finally acceptance. I shed a lot of tears. I learned that ADHD is largely genetic. Looking back at generations of relatives and at various struggles and strife we have faced as a family, I recognized that the ADHD brain may have been a contributing factor. Wanting a better future, the best future possible for my son, I had him formerly diagnosed by his pediatrician at the beginning of second grade.
I wish that I could say that was the hard part. It was, but it still is. We still have daily struggles; getting in the car on time, getting assignments in on time, working with teachers, monitoring screen time; and larger struggles, anticipating the future, building lasting relationships. But, I know treatment and counseling helps us face it head on. He will be coping with ADHD his whole life and for him to be successful, to hold a job and have a family, I know he is going to have to be equipped with lots of tools to overcome his ADHD. In hindsight, I actually wish I had known earlier. I wish that someone-friend, a teacher, his pediatrician-anyone mentioned that it might be ADHD. Who knows what we could have accomplished in those early years by intervening early?
If you are reading this, good luck to you on your journey. If there is anyway I can help, let me know. I want to urge you to do your own research- google, read, listen to podcasts. You are your child's biggest asset, arm yourself with knowledge.
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