Attention Deficit Disorder

Attention Deficit Disorder Definition

Attention Deficit Hyperactive Disorder (ADHD) is a developmental disorder characterized by persistent symptoms of inattention, distractibility, forgetfulness, disorganization, and impulsivity. ADHD with or without hyperactivity is diagnosed when these symptoms are not caused by any serious underlying physical or mental disorder. Individuals with ADHD will experience symptoms ranging from mild to severe. ADHD is typically diagnosed by the age of 12, but persists until adulthood affecting higher education, employment, and social relationships.

ADHD is a neurobiological condition. The cause is unknown but there is evidence that suggests that it is genetically transmitted. ADHD results from a chemical imbalance or deficiency in certain neurotransmitters that regulate behavior. ADHD is diagnosed by medical professionals who use the American Psychiatric Diagnostic and Statistical Manual of Mental Disorders ( DSM-V).

Suggested Diagnostic Criteria for Attention Deficit Disorder

Drs. Hallowell and Ratey, (1994), authors of Driven to Distraction lists twenty common traits experienced by an individual with ADHD.

  1. A sense of underachievement, of not meeting one's goals (regardless of how much one has accomplished)
  2. Difficulty getting organized
  3. Chronic procrastination or trouble getting started
  4. Many projects going simultaneously; trouble with follow-through
  5. Tendency to say what comes to mind without necessarily considering the timing or appropriateness of the remark
  6. An ongoing search for high stimulation
  7. A tendency to be easily bored
  8. Easy distractibility, trouble focusing attention, tendency to tune out or drift away in the middle of a page or a conversation, often coupled with an ability to focus at times
  9. Often creative, intuitive, highly intelligent
  10. Trouble going through established channels, following proper procedure
  11. Impatient; low tolerance for frustration
  12. Impulsive, either verbally or in action, as in impulsive spending of money, changing plans, enacting new schemes or career plans, and the like
  13. Tendency to worry needlessly, endlessly; tendency to scan the horizon looking for something to worry about, alternating with inattention to or disregard for actual dangers
  14. Sense of impending doom, insecurity, alternating with high risk-taking
  15. Depression, especially when disengaged from a project
  16. Restlessness
  17. Tendency toward addictive behavior
  18. Chronic problems with self-esteem
  19. Inaccurate self-observation
  20. Family history of ADHD, manic-depressive illness, depression, substance abuse, or other disorders of impulse control or mood.


Possible Gift/Talents of Individuals with ADHD

Interestingly, individuals with ADHD often consider it both a gift and a struggle. Many individuals with ADHD have the following attributes:

  1. Very creative thinkers. In a class, they are always able to come up with new ideas.
  2. Very focused and can give undivided attention to the things they like.
  3. Very intelligent and intuitive. They get new concepts right away.
  4. Risk takers. They are willing to think "outside the box".
  5. Very friendly and often talkative. They feel comfortable in social situations.
  6. Very effective in quick thinking situations.
  7. Humorous and witty without even trying.
  8. Very inquisitive; love to learn new things if the new thing is not boring.

What Can Faculty Do?

Faculty who have students with ADHD in their classroom usually find the students very likable and often cannot understand why they are not being successful. Students are described as having the intelligence and ability, but not doing the work. Faculty can make a difference in the success of students by applying the universal design principles and simple, yet, effective strategies while teaching.

  1. Provide a clear and detailed syllabus where expectations of all tasks are explained. Adhere to the syllabus as much as possible.
  2. Present course materials and instruction in a variety of modalities - verbal, visual and hands-on when possible.
  3. Explain classroom management. Explain how attention from students will be requested. For example, will students be called on to answer? Will side conversations be stopped and how? Developing a set of ground rules early on will set the stage.
  4. Provide motivating learning opportunities conducive to student engagement.
  5. Suggest office hours to students who may be inattentive.
  6. Talk privately and confidentially with a student who discloses ADHD and ask what prompts should be used when the student appears to be distracted. For example, what cues or prompts would be appropriate to pull the student back into the class? Ask the student to give any suggestions on how they may be supported in class.
  7. Provide and encourage use of the Disability Services -approved accommodations.
  8. Hone in on to the student's talents and use those strengths to support student success.
  9. Learn more about the diagnosis. Be aware of biases. Remember that it is a real disability and is protected under the ADA.
  10. Model good organization and share tips on how students might be more organized in class.
  11. Allow students to stand or move around so long as it is not distracting to others.
  12. Allow students to step out of class as needed for regaining focus and attention.
  13. Whenever possible, use a variety of interactive activities so that class does not become tedious and predictable.
  14. If students choose to disclose their disability, limit questions related to academic concerns. Students will decide to volunteer other additional information if comfortable.
  15. If a student is regularly absent or late to class, approach the student and speak about your concerns in a private location and with sufficient time to have the conversation.
  16. If the class meets for a period longer than 1 hour and 15 minutes, consider offering a short break every 45 minutes. This would be beneficial to all students.