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Class On Attention Deficit Disorderteens



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  • 1. Attention Deficit Disorder Liceo Cultural Británico Lic. Gonzalo Camp
  • 2.  
  • 3.
    • Syndrome characterized by serious and persistent difficulties in three areas
    • 1) distractibility (poor sustained attention to tasks)
    • 2) impulsivity (impaired impulse control and delay of gratification)
    • 3) hyperactivity (excessive activity and physical restlessness)
  • 4. What are the Symptoms of ADD?
    • Easily distracted by sounds and other things.
    • Difficulty focusing on assignments.
    • Very forgetful on appointments and other due dates
    • Having difficulty studying quietly.
  • 5. WHO HAS ADD
    • According to epidemiological data, approximately 4% to 6% of the U.S. population has ADD
    • In Argentina
    • Los niños que recibieron el diagnóstico según el ambos sistemas fueron del 4,99%. Los resultados según los criterios del DSM-IV fueron de 7,86 y la utilización de la escala más estricta, por su parte, arrojó una prevalencia del 5,24% Los resultados se muestran dentro de lo esperable, aunque la prevalencia en niñas encontrada sobrepasan aquellas que encontraron estudios similares en otros lugares.
    • Ruben O. Scandar - La Fundación de Neuropsicología Clínica
  • 6. Treatments
    • There is no cure for ADD.
    • There are treatments.
    • There are two main forms of treatments
    • medications
    • behavioral therapies
  • 7. Medical Treatments
    • These are all the common medications of Attention Deficit Disorder
    • There is:
    • Listol, Vaxa, ADDult.
    • Ritalin, Dexedrine, Cylert,
    • ADDerall
  • 8. Behavioral Treatments
    • Behavioral treatments consist of
    • Token economy is a way of
    • treating a problem by
    • punishing bad behavior
    • and rewarding good
    • behavior
  • 9. Good Things About ADD.
    • People with ADD may be very creative. Like a painting in your home could come from someone who has Attention Deficit Disorder.
    • Some of the Gifted are label as to having Attention Deficit Disorder. It is very misunderstood.
  • 10. Bad things About ADD
    • People with ADD can get really annoying.
    • Have temper tantrums
    • They could one minute be mad and then the next be very happy.
    • Then they could eventually get over what ever they are doing.
    • They may have very bad anger problems.
    • He or she may have trouble remembering things and forget what they are doing.
  • 11.  
  • 12.  
  • 13. What happens in the classroom?
  • 14. Things We Can See (aka, Common Complaints)
    • Difficulties sustaining attention
      • Daydreaming
      • Child doesn’t listen
      • Always losing things
      • Forgetful
      • Easily distracted
      • Needs constant supervision
      • Child doesn’t finish anything he/she starts
  • 15. Common Complaints (cont’d)
    • Problems with impulse control
      • Impatient/Difficulties waiting for things
      • Always interrupting others
      • Blurts out answers
      • Doesn’t take turns
      • Tries to take shortcuts on many tasks (including chores, homework, etc.)
  • 16. Common Complaints (cont’d)
    • Hyperactivity
      • Always on the go
      • Squirmy…can’t sit still
      • Talks too much
      • Frequently hums or makes odd noises
      • Unable to “put the brakes on” motor activity
      • Child has two speeds; asleep and awake
  • 17. What Do These Behaviors Have in Common?
    • Problem isn’t as much sustaining attention as it is sustaining inhibition …this is the hallmark of ADHD
    • Inhibition : a mental process that restrains an action (behavior) or emotion
    • Problems of inhibition are not a matter of choice, but are instead a result of what is (or is not) going on in the child’s brain
  • 18. ADHD and the Human Brain
    • Portions of brain’s frontal lobe are responsible for “Executive” functions:
      • Consolidating information from other areas of the brain
      • “ Considers” potential consequences and implications of behaviors
      • Puts “brakes” on ( inhibits ) impulsive reactions
      • Initiates appropriate response to environment
  • 19. ADHD and the Brain (cont’d)
    • Research suggests that in in children with ADHD, these “executive” areas of the brain are under-active
    • Increasing the activity level in these areas of the ADHD brain have been shown to decrease behavioral symptoms. This is the logic behind using Stimulant medications as a first line treatment for the disorder.
  • 20. Things That Look Like ADHD
    • Depression
    • Anxiety
    • Hearing problems
    • Visual problems
    • Seizure disorder
    • Oppositional defiant disorder
    • Autism
    • Learning disabilities
    • Parenting problems
    • Substance use
    • Medication side-effects
    • Lead poisoning
  • 21. Establish the Proper Learning Environment
  • 22. Establish the Proper Learning Environment
    • Place students with ADD near you, but in regular seating orientation
    • Place students with backs to rest of class
    • Surround students with ADD with good role models (encourage peer tutoring)
  • 23. Establish the Proper Environment (cont.)
    • Pay attention to change in child’s schooling (avoid physical relocation, change in schedule, and disruptions) watch them on field trips
    • Have a reduced-distraction study area, encourage parents to do the same.
    • Have parents set up regular homework routines
  • 24. Instructing Students With ADD
    • Maintain eye contact when possible (i.e. giving verbal instructions)
    • Make directions clear and concise. Be consistent with daily instructions.
    • Simplify complex directions. Avoid multiple commands.
  • 25. Instructing Student with ADD (cont.)
    • Make sure students comprehend the instructions before beginning the task
    • Repeat instructions in a calm, positive manner, if needed
    • Help the students feel comfortable with seeking assistance
  • 26. Instructing Student with ADD (cont.)
    • provide opportunity for students to apply concepts they have studied to the reality of their daily lives
    • bridge from previously taught concepts to new concepts
  • 27. Giving Assignments
    • Give out only one task at a time.
    • Monitor frequently. Maintain a supportive attitude
    • Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needed extra time.
  • 28. Modifying Behavior And Enhancing Self-Esteem
    • Providing Supervision and Discipline:
    • Remain calm, state the infraction of the rule, and avoid debating or arguing with the student. Have pre-established consequences for misbehavior. Administer consequences immediately, and monitor proper behavior frequently. Enforce classroom rules consistently.
  • 29. Modifying Behavior And Enhancing Self-Esteem (cont.)
    • Providing Encouragement :
    • Reward more than you punish, in order to build self-esteem. Praise immediately any and all good behavior and performance. Change rewards if they are not effective in motivating behavioral change. Find ways to encourage the child.
  • 30. Modifying Behavior And Enhancing Self-Esteem (cont.)
    • use contingency-based self-management techniques
    • have individuals keep track of their own behavior and then receive consequences
    • use self-monitoring of attention to increase on-task behavior
    • Helps students become more aware of what trigger off-task behavior
  • 31. Other Educational Recommendations
    • Check for other learning disabilities (present in ~30% of kids with add)
    • Try a private tutor
    • Individualized mildly or non-competitive activities (bowling, walking, swimming)
    • Involvement in Social Activities (scouting, church group)
  • 32. KEY Tips for Managing ADHD
    • Be patient
    • Be persistent
    • Be understanding
    • *Most importantly, remember to differentiate the behaviors from the child
      • Bad behaviors are not synonymous with a bad child
  • 33. Thank you very much!!!!