Attention Deficit Disorder

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).

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.

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.